Book

Description

The discourse, characterized by context, articulation, coherence, completeness and structure, is of great significance and value in enhancing students' language knowledge and competence, forming cross-cultural communication awareness and ability, activating imagination and active thinking, and improving independent learning ability and efficiency. It can be concluded from the study that there are problems in the current English discourse teaching in senior high school such as teaching design ignoring the semantic coherence of the discourse, teaching content ignoring the semantic integrity of the discourse, teaching process ignoring the structure of the discourse, and teaching interaction disregarding the subjectivity of the students. In fact, these problems, to some extent, hinder the development of core literacy competencies that students need to possess at the high school level. Therefore, in order to solve the above problems, this study condenses the current problems of cultivating students' core literacy in the process of high school English discourse learning from four aspects, and elaborates on the path of cultivating students' disciplinary core literacy in the teaching of high school English discourse from seven aspects, through which the current problems of discourse teaching at the high school English stage are analyzed in depth, which has certain practical significance, and further research in this stage of study has innovative significance and influence.