英语阅读课问题策略的研究区分研究对象和研究方法。在研究课题上，与会专家

英语阅读课问题策略的研究<br>区分研究对象和研究方法。<br>在研究课题上，与会专家学者选择不同的研究<br>学会阅读问题。卡伦 （1998） 获取详细信息<br>高级英语课堂中的I-R-F界面结构分析<br>坦桑尼亚的学校。佩特和布雷默（1967年）设计了一份问卷给190所小学<br>教师（1-6年级）要求最重要的目的，质疑<br>英语阅读课。事实证明，86%的教师认为，目的<br>通过检查学生的学习能力，对问题进行有效的教学测试;

Study on the strategy of English reading lesson sq.e.<br>Distinguish the subjects and methods of study.<br>On the research topic, the participating experts and scholars choose different research Learn to read questions.<br>Karen (1998) Get more information<br>Analysis of I-R-F interface structure in advanced English classroom Schools in Tanzania.<br>Pat and Bremmer (1967) designed a questionnaire for 190 primary schools<br>Teachers (grades 1-6) demand the most important purpose, question English reading class.<br>It turns out that 86% of teachers believe that the purpose is By checking students' learning ability, effective teaching tests are carried out on problems.

A study of the problem-solving strategies in English reading class<br>Distinguish research objects and research methods.<br>In terms of research topics, experts and scholars attending the meeting choose different research<br>Learn to read questions. Karen (1998) for details<br>An analysis of i-r-f interface structure in Advanced English class<br>Schools in Tanzania. Pater and Bremer (1967) designed a questionnaire for 190 primary schools<br>Teachers (Grades 1-6) require the most important purpose, questioning<br>English reading class. It turns out that 86% of teachers think that<br>Through the examination of students' learning ability, effective teaching tests are carried out for problems.<br>