《普通高中英语课程标准（2017年版）》把发展学生的英语学科核心素养作为高中英语课程的具体目标之一。英语阅读是培养学生英语学科核心素养的重要方法，而且阅读素养也是英语学科核心素养的重要内容。现在已经有越来越多的学者和一线教师意识到英语文学阅读是提高学生英语阅读素养的有效途径。故本研究尝试通过英文原版小说阅读教学提升高中生的英语阅读素养。

本研究对英语阅读素养、英语小说及文学阅读的相关理论和教学模式及策略等方面的已有研究和文献进行了基本梳理。界定了主要概念包括：第一，原版小说阅读教学是指将英文原版小说阅读纳入到正式的高中英语课程中；第二，英语阅读素养包括“阅读能力”和“阅读品格”两部分。明确了主要研究问题包括：第一，如何评价高中生的英语阅读素养？第二，如何设计并在实施中完善小说阅读教学以提升学生的英语阅读素养？

本研究采用行动研究的方法，以北京市X中学高一A班学生为研究对象，历时一个学期，完成了《怦然心动》师生共读以及学生自选阅读的教学任务。笔者通过问卷调查、测验、课堂观察、作品分析、访谈等方法收集和分析数据。对于阅读素养中的“阅读品格”，笔者编制了《英语阅读品格调查问卷》，包括阅读兴趣、阅读态度、阅读自我效能感、阅读策略、阅读频率、阅读量六个维度，总共含有40个题项，信效度较好。

在行动研究中，我们在参考借鉴已有的英语阅读教学模式的基础上，例如“文学圈”教学模式、PWP阅读教学模式、图式理论阅读模式等，针对师生共读活动设计并实施了三种课型以及每种课型相应的教学策略。导读课包括电影海报引入、联系学生经验、目录导读三种策略。探讨课包括导读案、问题引领讨论、解读语言难点、绘制思维导图、观赏影音作品、读后写作六种策略。总结展示课以小组展示的形式展开。此外，我们也依据“持续默读”教学模式设计并实施了学生自选阅读活动作为英文原版小说阅读教学的辅助阅读活动。

研究结果表明，经过近一个学期的英文原版小说阅读教学促进了学生在阅读能力、阅读兴趣、阅读策略、阅读频率和阅读量等方面的一定提升，学生的阅读态度和自我效能感虽然略有下降、但仍保持较高积极水平。这说明英文原版小说阅读教学在一定程度上有助于学生英语阅读素养的提升，但需要克服学生功利化阅读和对英文原版小说的畏难情绪等问题，而且经过更长周期的坚持和积累可望有更明显的促进成效。另外，笔者也总结出整体性、主体性、课内外相结合三条小说阅读教学原则，期望对广大教师实施英语小说阅读教学、培养学生英语阅读素养有借鉴价值。

National English Curriculum Standards for General High School (2017) makes it clear that one goal of senior English courses is to train the students to develop key competences in English discipline. English reading is an important way to develop key competences in English discipline. And reading literacy is also an important part of key competences in English discipline. Now more and more scholars and teachers have realized that English literature reading is an effective way to improve students’ English reading literacy. Thus, this research tries to improve the English reading literacy of high school students through the teaching of reading original English novels.

This research has carried out a basic review of the existing research and literature on English reading literacy, relevant theories as well as teaching models and strategies of reading English novels or literature. In this research, the teaching of reading original novels refers to incorporating English original novel reading into the formal high school English course; English reading literacy includes “reading ability” and “reading character”. The main research questions of this research include: First, how to evaluate high school students’ English reading literacy? Second, how to design and continuously improve the teaching of reading novels in practice to improve students’ English reading literacy?

This research adopts the method of action research, taking a semester and 37 students from a class in Grade 1 of a high school in Beijing as research objects. Students have read FLIPPED together with the teacher and other novels by themselves. This research collects and analyzes data with questionnaires, tests, classroom observation, analysis of works and interviews. In order to test student’s “reading character”, the author designs the Questionnaire Of Students’ English Reading Character, which is reliable and valid. It includes six dimensions (reading interest, reading attitude, reading self-efficacy, reading strategy, reading frequency, reading quantity) and 40 questions.

For FLIPPED the teacher and students read together, we design and implement three lesson types and their operation strategies based on the existing English reading teaching models including “Literature Circle”, PWP, Schemata Theory and so on. Introductory lesson includes three strategies: leading-in with movie posters, combining student experience with teaching, reading the book’s table of contents. Analyzing lesson includes six strategies: reading guide, question-led discussing, comprehending difficult languages, drawing mind maps, playing audiovisual works, writing after reading. Summarizing and presenting lesson will be conducted in the form of group presentation. In addition, we design and implement the self-access reading activity based on SSR (Sustained Silent Reading) to support the teaching of reading original English novels.

The research results show that the above teaching strategies can promote the improvement of students’ reading ability, reading interest, reading strategy, reading frequency and reading quantity to some extent. And the students’ reading attitude and self-efficacy remain positive, though slightly decreased. It demonstrates that the teaching of reading original English novels contributes to the improvement of students’ English reading literacy to some extent, but we still need to overcome students’ utilitarian reading and fear of difficulties in reading original English novels. And after a longer time of persistence and accumulation, it is expected to have greater effects. Moreover, the author also summarizes three principles about the teaching of reading novels: integrity, subjectivity, both in-class and out-class teaching, and it is expected to be of reference value for teachers to implement the teaching of reading English novels and cultivate students’ English reading literacy.