本文以克拉申的输入假说，斯温的输出假说和维果斯基的社会建构理论为理论指导，将庇护式教学观察协议模式（SIOP教学模式）应用到高中英语阅读教学中，意图解决两个研究问题：1）与现行阅读教学模式相比，SIOP模式是否在提高高中生的阅读成绩上更加有效？如果更加有效，对不同水平学生的影响是否不同？2）SIOP模式是否有助于高中生英语阅读策略的培养？如果是，该模式是如何影响不同的策略？

本研究以深圳市某高中的高二年级的两个班，其中A班45人，为实验班，B班44人，为控制班，共89名学生为研究对象进行了为期三个月的实证性研究。作者在实验开始之前都在两个班进行了阅读卷和策略问卷的前测。然后开始实验干预，在A班使用SIOP模式进行阅读教学，在B班使用之前老师常用的教学模式。实验结束后给两个班再进行阅读理解和问卷的后测，并在A班分层随机抽取三个学生进行半结构的访谈。所有收集上来的有效测试卷和问卷都根据学号进行前后测的匹配，并进行批改和赋值，然后进行分数的统计并使用SPSS 23.0进行描述性分析，t检验和回归分析。

研究结果表明：在实验开始前，两个班在阅读测试和策略问卷中都不显示显著性差异。试验结束后，两个班在阅读测试上依旧不存在显著性差异，但是和控制班对比，实验班的阅读成绩有了更明显的进步，并且实验班的成绩离散率出现了更明显的下降，不同层次的学生均获得了更显著性的提高，其中低水平学生最显著，接着是中等水平学生，最后是高等水平学生。同时，实验班的问卷得分也有显著性的提高，其中认知策略和元认知策略出现了显著性变化。另外，学生的认知策略问卷得分和阅读理解测试得分之间存在着显著的正相关关系。因此，可以得出结论：SIOP模式确实有助于提高高中生的英语阅读成绩，并且对中低层次的学生有更积极的影响；另外它也有利于高中生英语阅读策略的培养，其中认知和元认知策略最有效；最后，阅读策略的掌握程度能够积极预测高中生的阅读成绩。

鉴于研究结果，本文讨论后认为本研究的理论指导（克拉申的输入假说，斯温的输出假说和维果斯基的社会建构理论），SIOP模式对阅读策略教授和课堂互动的强调，以及该模式与现下教学环境的契合性和适应性在一定程度上保证了SIOP模式的有效性。同时，该模式对不同维度的阅读策略产生不同效果的原因与阅读策略本身的属性和学生自身的英语水平相关。基于本研究的结果和存在的不足，本文对高中阶段的英语阅读教学和将来的相关研究提出了一些设想和建议。希望当前研究能为如何计划和实施高效英语阅读教学探索出一条行之有效的途径，也为新课程改革背景下高中英语教师如何培养学生的阅读成绩和阅读策略提供一个新的思路。

The present study, guided by Krashen’s Input Hypothesis, Swain’s Output Hypothesis, and Vygotsky’s Socio-constructivist Theory, empirically applied the SIOP (Sheltered Instruction Observation Protocol) to English teaching in senior school to address two research questions: 1) Is the SIOP Model more effective than the current teaching model in improving students’ English reading achievement? If yes, what is the difference between different-level students？2) Is the SIOP Model conducive to the cultivation of students’ English reading strategies? If yes, how does it affect these strategies?

The present study lasted three months with 89 senior two students, 45 in the Experimental Class and 44 in the Control Class, in a senior high school of Shenzhen. Before the experiment, both classes took pre-tests of reading comprehension and questionnaires were answered. During the experiment, the EC was applied with the SIOP Model while the CC with current teaching model. After the experiment, both classes were given similar post-tests of reading and questionnaires, and three interviewees from the EC were selected randomly for interview. All data were matched, corrected, calculated and analyzed in SPSS 23.0 with Descriptive Data, t-Tests and Regression Analysis.

According to the results, there is no significant difference between the EC and CC in the pre-test of reading and questionnaire. After the experiment, there is still no significant difference between them in the test of reading, but compared with the CC, the EC made greater progress, achieved lower dispersion of reading scores, and all different-level students in the EC made significant progress, low-level ones being the greatest, followed by the medium and high-level. Besides, the EC made great progress in the questionnaire, where the cognitive and metacognitive dimension appeared significance. Moreover, it was discovered that students’ scores of cognitive reading strategies are positively related to that of reading tests. Thus, it is concluded that, first of all, the SIOP Model is effective in improving senior students’ reading achievement, especially for low and medium-level ones. Besides, this model helps in cultivating reading strategies, the cognitive dimension being the most effectively improved followed by the metacognitive one. Finally, one’s proficiency of cognitive strategies powerfully predicts his reading achievements.

With the analysis and discussions, the findings are supposed to be supported by Krashen’s Input Hypothesis, Swain’s Output Hypothesis, and Vygotsky’s Socio-constructivist Theory, the emphasis of reading strategies instruction and interactions in classes, and the model’s harmony with current English teachings. Furthermore, reasons for varied effect of the SIOP Model on different dimensions of reading strategies lie on reading strategies’ own nature and participants’ English proficiency. Based on the results and limitations of the present research, the author puts forward some suggestions on the English reading teaching in senior high schools as well as the conduction of future related studies. It is expected that the present study provides an effective way for how to plan and deliver efficient reading teachings, and explores a new way for high school teachers to improve students' reading performance and reading strategies in the context of new curriculum reform.