英语阅读在中学英语教学中占有很大的比重，在全日制义务教育普通高级中学英语课程标准中明确指出初中一年级学生学年结束时在阅读方面要达到：能读懂简单故事和短文并抓住大意。但在测试中，笔者发现学生在理解文章大意的阅读理解题目中得分较低，反映出学生在此方面阅读能力的欠缺。而这正是课标中所要求的。另外，在英语测试中，阅读理解题目中找细节的题目占有很大比重。基于以上两点，在本研究里，笔者旨在培养初一学生理解文章大意和找细节的两种阅读技巧。笔者开展一个实验，来验证通过训练以上两种阅读技巧，提高初一学生英语阅读能力的可行性，并且探索课堂有效策略教学的具体形式和方法。本研究的数据来源于实验前后两次调查问卷的结果和实验前后两次测试成绩。研究对象为北京七中初一年级两个班62名学生。其中初一（1）班为实验班，初一（2）班为对照班。首先，实验初期，笔者对两个班进行了有关阅读能力和阅读技巧认知的调查问卷, 以验证两个班在阅读技巧使用上是否存在差异。分析结果显示，两个班在阅读能力和阅读技巧认知上，不存在显著性差异。问卷的结果为本实验的开展提供了基础和可能。教学过程中，笔者对实验组初一（1）班31名学生进行了为期16周的实验，初一（2）班为控制组。开学初，笔者对两个班进行了实验前测。试题来源于西城研修网备课组资源。根据EXCEL电子表格中独立样本T检验，分析得出P=0.1089，两个班的英语成绩不存在显著性差异。在实验过程中，策略教学采取有声思维方式，并积极探索有效课堂策略教学的具体形式。 在实验后期,笔者对两个班级进行了后测。试题采用2011—2012学年西城区第一学期期末考试中A、B、C、D 四篇阅读理解题目。笔者分别对学生在理解大意和找细节的阅读理解题目中所得分数进行了统计，并且使用EXCEL独立样本T检验来验证两个班在两项阅读测试中的分数是否存在显著性差异。笔者分析两个班在理解文章大意和找细节的阅读理解题目中的得分，结果显示两个班在两项阅读技巧测试上的得分均存在极其显著性差异。 基于以上，本研究得出以下主要结论：1.通过教授学生理解文章大意和找细节的阅读技巧，学生在这两方面的阅读能力得到了提高。2. 同伴合作，小组讨论，是训练阅读技巧的有效途径。希望本研究会对英语教学提供借鉴。

English reading occupies an important position in English learning in middle schools. Just as demands shown in English Curriculum Standards for Nine-Year Compulsory Education and Senior High Schools, students of Grade Seven should be able to read simple stories and reading materials and be able to get main ideas of reading materials at the end of the semester. However, in testing, the researcher finds that reading comprehension scores students got in getting main ideas are low. This situation reflects the lack of relevant reading strategy training among students. Moreover, in English tests, strategy of finding out specific information is often tested. In this research, the researcher aims to train students reading strategies of getting main ideas and finding out specific information. An experiment is conducted, to testify whether students’ reading comprehension abilities can be improved through teaching reading strategies. Meanwhile, effective strategy instruction ways are explored in this research. Data of this research come from results of two questionnaires, as well as scores of two tests before and after the experiment. Subjects of this research were 62 students from two classes in No. 7 Middle School, Class 1 is the experimental group and Class 2 is the control group. At the beginning of the research, a questionnaire survey was carried out in two classes, to find whether there was a significant difference between them on reading strategy use. The results of the questionnaire provided basis and possibilities for this research.During the process of teaching, the researcher carried out a 16-week experiment. At the beginning of the semester, students took a test, which comes from the cooperation group on Xicheng Education and Research web. Test scores of two groups were analyzed by using Microsoft Excel. The result shows P=0.1089, which means no significant difference exists between the two groups. In the process of teaching strategies, thinking aloud method was adopted, and at the same time effective ways of learning reading strategies were explored.After the experiment, students of the two groups took a reading comprehension test, with four pieces of reading passages A, B, C and D. They were chosen from the Final Examination for Grade Seven Students in Xicheng District. Scores students got in questions of getting main ideas and finding out specific information were analyzed and both results show that there are very significant differences between the experimental group and the control group. There are two major findings from this research. First, students’ reading comprehension abilities of getting main ideas and finding out specific information can be improved through teaching relevant reading strategies. Second, cooperation and peer discussion are effective ways of learning reading strategies. Hopefully, this study will provide help for further researches.KEY WORDS：reading strategies, reading comprehension, ways of training reading strategies