This article analyzes the current situation of high school English classroom reading teaching mode from the perspective of intertextuality theory, and proposes corresponding improvement strategies. This article examines and analyzes the current situation of high school English reading teaching, and concludes that its teaching content is single, teaching methods are outdated, and students' reading ability is not strong. These problems have led to consequences such as low reading interest and poor reading effectiveness among students. In response to these issues, this article proposes an improvement strategy based on intertextuality theory. Firstly, teachers should use various forms of textbooks to enable students to have a wide range of exposure to various reading materials and broaden their knowledge. Secondly, teachers should encourage students to engage in critical reading, guide them to deeply reflect on the meaning and value behind the text, and cultivate their independent thinking ability. Finally, through group discussions and role-playing methods, students' enthusiasm for learning English was effectively mobilized and their reading ability was promoted. Only by taking the above improvement measures can we improve the reading level of middle school English. During the reading process, children's reading ability, interest, and effectiveness will all improve. At the same time, these strategies can also provide teachers with new teaching ideas and methods, promoting their professional development.

Xiang Pengfei. Analysis of the Current Situation and Improvement Strategies of High School English Classroom Reading Teaching Models from the Perspective of Intertextuality Theory. Frontiers in Educational Research (2023) Vol. 6, Issue 30: 125-130. https://doi.org/10.25236/FER.2023.063021.

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