The outstanding features of this paper lied in the following aspects : it tried to master the guiding ideology of the reform in science complex ; it tried to find out the optimum biology teaching method : it suggested that the teaching of declarative knowledge should reflect the social meaning and advanced merits ; it proposed applying multiple teaching methods to raise the class teaching efficiency ; it maked reasonable use of all initiative new teaching models , realized the combination of " ability clue " and " knowledge clue " , and endowed the students with the ability to analyze systematically and think in whole . in the period of the revision for the entrance exam , not only the basic knowledge should be consolidated , but their comprehensive ability should be cultivated through the building of subject structure 本文的突出特点是不仅在宏观方面力求把握理综改革的指导思想，而且在微观方面力争找准优化生物学课堂教学的切入点：主张陈述性知识的教学要充分体现先进性和社会性；倡导在课堂教学中采取多元化的教学方法和手段，提高课堂教学效率：合理运用各类创新型教学模式，实施构建“能力主线” ，并和“知识主线”相结合，培养学生的系统分析和整合的思维能力。在迎考复习阶段，不但要夯实基础，还要通过学科知识结构的构建培养学生的综合能力。
In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research , then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive , associative and autonomous stages of learning 首先用心理语言学的理论和认知理论解释语言理解和语言输出的实质并说明进行学习策略研究的必要性。然后用认知理论分析学习策略，指出学习策略属于人们的认知技巧，可以通过认知、联络和自动无意识三个阶段获得并由陈述性知识变为人们头脑中的程序性知识。
The present study is done under the guidance of the reading theories of contemporary cognitive psychology . starting with an analysis of the reading process , it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading . it is found that declarative knowledge is static , represented by schemata , while procedural knowledge is dynamic , represented by the " if - then " model 本研究拟以当代认知心理学的阅读理论为指导，以英语阅读过程分析为切入口，以中职生(包括职业中专和综合高中的学生)为主要研究对象，对中国学生个体在阅读过程中表现出的在以图式为其综合表征形式的静态性的陈述性知识和以“ if - then ”产生式为其表征形式的动态性的程序性知识方面的差异进行实际调查，了解造成阅读困难的根源所在。
