对于学习第二外语的学习者而言，阅读是语言学习的基础。长期以来，阅读在语言教学中占据着十分重要的位置，但效果并不理想。阅读研究的中心已由阅读结果转向了阅读过程，因而研究学生的阅读策略就非常重要。许多高中生的阅读能力仍然没有达到要求而且学生之间阅读能力的差距还在加大。这个问题已经引起了许多语言学家和研究者的关注。 本文旨在以理论分析和问卷调查为基础阐明高中学生阅读策略的总体特征，对高效阅读者和低效阅读者在阅读策略使用上的差异做一个研究，并通过访谈进一步分析高效阅读者和低效阅读者阅读策略的差异，以期找到更适合学生学习阅读的有效方法。这项研究在高三年级150名学生中进行。根据学生会考英语成绩和第一次模拟考试英语的成绩结合学生在平时学英语的表现和平时成绩，各选出30名高效阅读者和30名低效阅读者，通过问卷调查分析他们的阅读策略使用情况和差异。实验数据通过问卷、访谈等方式收集，然后用SPSS对数据进行分析和讨论。结果如下：(1)从整体来看，高中生使用阅读策略的频率不高，而且很被动。在高中生使用的三种阅读策略中，认知策略运用得最频繁，其次是元认知策略，运用最少的是社会情感策略。这和学生的英语基础知识、背景文化知识、学习环境、考试体系和学生自身的生理和心理等多种因素是分不开的。 (2)和低效阅读者相比，高效阅读者更善于使用阅读策略，而且高效阅读者和低效阅读者在使用认知策略方面差异很明显。 此项研究表明在今后的教学中，我们可以通过各种教学方式培养学生正确使用学习策略尤其是阅读策略，在课堂教学中设计有效的阅读任务来促进学生对阅读策略的使用，以此提高学生的阅读能力，同时希望给高中英语阅读教学带来启示。

Reading is the basis of language learning for all foreign language learners. For a long time, reading holds an important position in language teaching. However, the results of the teaching in reading are not satisfactory. The focus of reading research has been shifted from the outcome of reading to a description and investigation of the reading process, which gives rise to the issue of reading strategies. Many senior students’ reading abilities are far below required standard and the differences turn to be greater, which has drawn close attention of many linguists and researchers working in this field. Based on a theory study and questionnaire investigation, this thesis intends to present the general characteristics of reading strategies of senior school students and the differences of reading strategies between high-proficiency readers and low-proficiency readers. An interview is designed to make a further analysis about the differences between two groups in the hope of finding a more efficient way to help the students with their reading acquisition. A study was carried out among 150 students in Senior Grade Three. Thirty high-proficiency readers and thirty low-proficiency readers were chosen according to the students’ grades of graduate high school regent test, the grades of the first simulated exam as well as their usual grades and performance. The data collected through a questionnaire were analyzed and discussed through SPSS. Here are the findings: (1) In general, the students use the reading strategies passively. The reading strategies are not frequently used. Among three reading strategies tested in the students, the most frequently used strategy is cognitive strategy, followed by meta-cognitive strategy. Social strategy is used the least frequently. The general features of strategy use of senior high school students are caused by some factors such as the students’ knowledge foundation; their background culture knowledge; their environment of studying; the system of the examination; their physical and mental features and so on.(2) Compared with low-proficiency readers, high-proficiency readers are better at using reading strategies. What’s more, there are some striking differences in cognitive strategy use between them.The research shows that we can help the students in their development of using reading strategies properly in various ways. We can design effective reading tasks to promote the students’ strategy use in class teaching. The present study hopes to be of some help to the teaching of reading in senior high schools.Key words: meta-cognitive strategy; cognitive strategy; social/affective strategy; high-proficiency readers; low-proficiency readers