At last Lin Zhen finds out the barriers of English Reading Comprehension, and put forward the corresponding countermeasures and suggestions according to the characteristics of students to provide a valuable reference for enhancing the teaching quality (Lin Zhen 153)。

According to the requirements of the new curriculum standard, the training of students’ reading skills in reading class is equal important as the cultivation of students' reading abilities。 This paper is based on the research of many scholars for the English reading class, analyzed and summarized the present situations and problems of English reading class which is influenced by the new curriculum standard, and put forward the corresponding solutions from the aspects of teachers and students。 

3。 A Survey about Reading Class

3。1 Research question

     In order to find out how the new curriculum standard influences students' English reading ability and their attitudes towards English reading, this study mainly focuses on the following question: How can the new curriculum standard improve students' reading ability?

3。2 Purpose

The purpose of the questionnaire survey is to have a better understanding of psychological thoughts and phenomena of students’ English learning for enhancing the research (Wang 82)。 It can promote effectively the theme of the influence of the curriculum standard on English reading class in junior high school, it can also provide objective gist for the following research for exploring the best ways and means of learning English which can form a model to improve the efficiency of English reading class in junior high schools。

3。3 Instrument

Therefore, in April 2016 a survey was carried out (see Appendix) about "the influence of the curriculum standard on English reading class in junior high school"。 The objects of the svrvey are from class10 and class12 of Grade 2 in Senior Middle School of Kunshan Development Zone。 Because students are not familiar with the past curriculum standard, they were given a lesson in the teaching model of the old curriculum standard。 They were taught only by imparting knowledge without other ways。 And they were also told specific objectives of the curriculum reform。 And then, they were asked the comparsion between two experiments and finished the questionnaires。

3。4 Data Collection and Analysis

Eighty-five questionnaires were distributed by their English teacher。 At last, eighty papers were collected which were useful for the survey。

Table1: Do you think your interest in English reading has improved after the implementation of the curriculum standard?

Influences Great Common Little

Results 61。33% 30% 8。66%

Table2: Do you think your teachers’ teaching views has changed after the implementation of the curriculum standard?

Influences Great Common Little

Results 55。42% 40。52% 4。06%

Table3: Do you think your teachers’ teaching models has changed after the implementation of the curriculum standard?

Materials Great Common Little

Results 67。13% 22。35% 10。52%

Table4: Do you think your reading methods has been improved after the implementation of the curriculum standard?