Abstract: This paper introduces discourse analysis teaching method into college Japanese reading teaching to guide students to understand the text in combination with the text, discourse structure and characteristics. Through empirical research, it is found that discourse analysis teaching method breaks through the limitations of vocabulary and grammar, and has important theoretical and practical significance in improving students' ability to analyze texts independently, cultivating students' critical analysis ability, mobilizing students' subjective initiative, and giving full play to the classroom's maximum benefit and teaching value.

Key words: Discourse analysis teaching method, College Japanese reading, Teaching effect, Empirical research