青岛工学院
毕业论文（设计）Study on English Reading Ability of Senior High School Students
高中生英语阅读能力的研究
学生姓名沈延贞子学号 201501105118
指导教师王繁
学院外语学院
专业英语年级 2015级
答辩日期 2019 年 6 月 5 日
青岛工学院
A Brief Study on English Reading Ability of Senior High
School Students
高中生英语阅读能力的研究
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摘要
我国的外语教学可以说一直走在误区里面。应试教育已经把外语教学的根本性牢牢锁死。当前，各地的教师在创设氛围教学生从事交际活动吗？课堂上，师生都完全适应了“功利”教学法。教师如果不对学生加强单词和词组的强化训练，不仅学生认为你老师不会教，家长也不会让你的。听力训练、早晚读、周练、月考全都是围绕成绩而转。学生根本没有机会进行交际和阅读的实用性训练，因此，多少年来，学生学的都是哑巴英语。不仅无法用于交际活动，阅读的技能差，所以有必要对当前的英语教学进行彻底的改革。在高中英语学习中，阅读能力是衡量一个学生是否学好英语的关键。通过阅读能力的锻炼，能够培养高中生的记忆理解能力以及主动思考能力，帮助学生开发英语思维。所以，包括笔者在内的学生应该有计划地、科学合理的学习英语阅读，最后通过实际的训练培养，学好英语。本文从研究的背景和意义以及研究的重要性出发，围绕论题搜集文献资料，并综述出了国内外学者对于阅读的产生，发展和理解这几个方面，从而阐述了阅读的重要性。进而分析出了影响阅读能力的几个因素，并且针对问题提出了相应的解决办法，最后进行概括和总结。
关键词：高中生；阅读能力；跨文化教育;话语能力
Abstract
Foreign language teaching in China can be said to have been in the wrong zone. Test-oriented education has firmly locked the fundamentals of foreign language teaching. At present, teachers creating an atmosphere to teach students to engage in social activities? In the classroom, teachers and students have fully adapted to the "utilitarian" teaching method. If the teacher does not strengthen the intensive training of the words and phrases for the students, not only do the students think that your teacher will not teach, but the parents will not let you. Listening training, morning and evening reading, weekly training, and monthly exams all turn around the results. Students simply do not have the opportunity to conduct practical training in communication and reading. Therefore, for many years, students have been learning dumb English. Not only can not be used for communication activities, reading skills are poor, so it is necessary to thoroughly reform the current English teaching.In high school English learning, reading ability is the key to measuring whether a student learns English well. Through the exercise of reading ability, it can cultivate high school students’ memory comprehension ability and active thinking ability to help students develop English thinking. Therefore, students including the author should study English in a planned, scientific and reasonable way, and finally learn English through practical training. Based on the background and significance of the research and the importance of the research, this paper collects the literature data around the topic, and summarizes the domestic, foreign scholars’ understanding of the emergence, development and understanding of reading, thus expounding the importance of reading. Then it analyzes several factors that affect reading ability, and proposes corresponding solutions to the problem, and finally summarizes and summarizes.
Keywords: high school students; reading ability; cross-cultural education: discourse ability
Content
摘要......................................................................................................... I Abstract...................................................................................................... II Chapter One Introduction (1)
1.1 Research background (1)
1.2 Significance of the study (1)
Chapter Two Literature Review (3)
2.1 Foreign English Reading Teaching Research (3)
2.2 Research status of domestic scholars (4)
Chapter Three Factors Affecting Reading Comprehension Ability & the cultivation of it (6)
3.1 Factors affecting reading comprehension ability (6)
3.1.1 Lack of English vocabulary (6)
3.1.2 Lack of pragmatic cultural education (6)
3.1.3 Not enough reading methods (7)
3.1.4 Poor reading teaching content (7)
3.2 Cultivation of reading comprehension Ability (8)
3.2.1 Cultivation of students' reading speed (8)
3.2.2 Development of students' reading skills (9)
3.2.3 Understanding of word meaning (10)
3.2.4 Attention on cross-cultural education (11)
3.2.5 Development of students' discourse ability (12)
3.2.6 Providing of reading courses (13)
Chapter Four Conclusion (15)
4.1 Conclusion (15)
4.2 Revelation (15)
References (16)
Acknowledgement (18)
Chapter One Introduction
1.1 Research background
Reading ability is a comprehensive ability of a language. To master a foreign language-English, it is necessary to improve English reading comprehension. Reading can not only comprehensively use English pronunciation, vocabulary, grammar and sentence structure in discourse, but also help students to expand vocabulary, cultivate cross-cultural awareness, develop good foreign language reading habits, and master certain foreign language reading through reading comprehension. Skills, accumulate experience in English learning, thus forming students’ ability to use English comprehensively. However, the current high school English reading teaching is almost blank. The reading teaching texts set in the middle school English textbooks, many middle school English teachers only explain the words, words and sentences of the text. The whole text reading materials are fragmented and fragmented, and the text reading class is only Language knowledge lectures can only be seen in trees, not in forests. The “New Curriculum Standards”(People's Education Press, 2003) made clear provisions on the teaching objectives of middle school English, pointing out: “On the basis of compulsory education junior high school English teaching, students will consolidate and expand basic knowledge, develop listening and speaking. The basic skills of reading, writing and writing improve the ability to use English for communication and focus on cultivating reading comprehension.” The score structure of the college entrance examination English test paper fully reflects the importance of cultivating students' reading comprehension ability in high school English teaching.The high test score is 150 points, and the reading comprehension and cloze account for 70%, and these two are mainly to test students’ English reading comprehension ability. Therefore, the college entrance examination has a guiding and reversal effect on middle school English teaching, and fully reflects the requirements of the New Curriculum Standards for middle school English teaching.
1.2 Significance of the study
The purpose of this study is to analyze the factors that can affect reading ability and the ability of reading ability in high school students’ English reading, so as to cultivate and improve the ability of high school students to read and understand English. This article has a total of four chapters, introduction, literature review, text and conclusions. The first chapter introduces the background and purpose of this topic. The
second chapter is to explain the importance of reading through the study of reading by foreign and domestic scholars. The third chapter elaborates on the topic of this paper from the two aspects that affect the ability of reading ability and the method of cultivating reading ability. The fourth chapter summarizes and summarizes the issues discussed in this paper. This paper adopts a variety of research methods, including literature search method, comparative research method, etc., to collect relevant literature data through various channels; and compare the results of the former research to analyze and compare domestic and foreign culture, background, context, method and The differences in teaching materials and other aspects, summed up the problems, and put forward some relevant suggestions and methods for the problems, and then achieve the purpose of the topic.
Chapter Two Literature Review
2.1 Foreign English Reading Teaching Research
The linguist Bloomfield believes that reading is a signal transformation from visual to auditory. American psychologist Goodman pointed out that reading is a psychological guessing process that uses the interaction between language and thought and puts forward a “top-down” mental reading mode, which emphasizes the process of reading comprehension is the active participation of readers. In the process, the reader uses existing linguistic knowledge and background knowledge related to the subject of reading materials to understand and guess the reading content. Gibson & Levin believes that getting meaning from a discourse is reading. Downing & Leong pointed out that reading is a process of coding written symbols with their own concepts to obtain meaning. West Michael pointed out that reading ability is not limited to one language, and the improvement of reading ability of one language can improve the reading level of another language. Rumelhart believes that in reading, it is necessary to combine the “top-down” mode with the “bottom-up” mode. During the reading process, readers can choose the information processing that suits them according to their own language level and material difficulty. model. The famous American linguist Carrell also contributed to the reading strategy. When reading, first guide the students to analyze the whole structure, grasp the structure and subject matter of the article, and then analyze the specific problems. The experimental results show that the reading performance of these students is obviously better than that of the untrained ordinary students. The experimental results show that after remembering the general context of the article, the degree of reading comprehension is obviously deepened, and the students can also analyze the previous knowledge. After that, Carrell et al. also studied the reading strategy of English as a second language. This study Carrell used a group of experimental methods. The experiment was carried out for four days in order to compare and understand what to do before reading. Prepare to promote understanding of the text, usually to help students compare semantic associations with old and new knowledge before reading the text. Through research, we know that this reading strategy training can effectively improve the analytical ability of reading comprehension. The effectiveness of one strategy training relative to another strategy training depends on the method of measuring reading performance, and the learner learning style is determined by the effectiveness of strategy training. According to analysis by the famous American scholar Anderson, the so-called successful learners
do not have a fixed set of reading strategies. They will find the reading strategy that suits them best according to their own learning situation, and they can often be used well and perfectly completed. Learning tasks. The American linguist Kletzien focused on the impact of reading strategies on second foreign languages. Analysis shows that successful learners and unsuccessful learners use reading strategies differently. Successful learners will grasp the position and know which type of article is suitable for which reading strategy. The success of second language learning is closely related to the use of reading strategies. A large number of successful learners can reasonably speak their own reading methods and apply different strategies in different situations. The success is not entirely dependent on whether an approach corresponds to an article. The strategy used by successful learners is not necessarily a successful reading, and learners who do not use this strategy will not necessarily fail.
2.2 Research status of domestic scholars
Domestic scholar Zhu Chun pointed out that reading is the reader’s use of reading skills to comprehend the author’s meaning through language symbols, thus communicating with the author’s ideas. Hu Jianming pointed out that reading comprehension is a thinking process in which the reader conducts conjecture, analysis, induction and dissolution according to the cultural background knowledge on the premise of possessing certain vocabulary and grammar knowledge. Hu Chundong believes that reading ability is a comprehensive ability, the ability to read and understand, the ability to express through the reading process, and the ability to read into four kinds of ability: reading ability, reading ability, reading skills, reading intelligence, this The four abilities constitute the reader’s complete reading ability. Scholars such as Yu Aiju believe that reading ability mainly includes two components, namely reading speed and understanding. Hu Jian believes that reading ability includes reading flexibility in addition to reading speed and understanding. Cheng Shilu and Zhang Guoyang roughly divided reading comprehension into four levels: (1) level of literal understanding; (2) level of inferential understanding; (3) level of evaluative understanding; and (4) level of creative understanding. In the article “Analysis of the Status Quo of English Reading Teaching in Senior High Schools and Countermeasure Research”, Zhang Linlin took the classroom observation and questionnaires to study the current situation of high school English reading teaching. The authors of the survey found that there were different problems in the pre-reading introduction phase, the reading phase, and the post-reading phase. At the same time, the cultural teaching in
the reading class is also lacking, the introduction of cultural background knowledge is not enough, and the mining of cultural knowledge in the reading text is not deep enough. Finally, the author puts forward the improvement strategy of high school English reading teaching, (1) improving the teaching strategy before the reading stage; (2) strengthening the guidance and training of reading strategies; (3) paying attention to the teaching of cultural background knowledge; (4) excavating teaching materials, Penetrate emotions; (5) Rationally develop and utilize curriculum resources. Li Yaqin investigated the English reading strategies of high school high group and low group students in the article “Study on English Reading Strategies of High School and High Group Students” and proposed teaching suggestions. The author proposes that teachers’ English reading teaching has enlightenment: long-term reading strategy training; understanding the students’ growth background and becoming an agitating decision-maker; diagnosing students’ strengths and weaknesses in reading strategies through qualitative and quantitative evaluation activities; rethinking Traditional vocabulary-based arrangement; revision of traditional foreign language testing models; establishment of reading labs, face-to-face instruction of students, etc. Deng Shangshang’s article “Analysis of the Current Situation of English Reading Teaching in Senior High Schools and Countermeasure Research”. Through the analysis of the current situation of English reading teaching in high school, the author finds that the problems in high school English reading teaching include the problems of teachers in reading teaching and students in reading and learning. problem. Therefore, the author proposes strategies to improve high school English reading teaching: (1) improve teachers’ own quality; (2) develop reading teaching according to reading theory; (3) strengthen vocabulary teaching; (4) focus on cultivating student reading skills; (5) Expand the reading capacity of students; (6) Pay attention to the subjective performance of students. In the article “Investigation and Research on the Current Situation of English Reading Teaching in Senior Middle School”, Guo Wei put forward suggestions on the teaching of high school English reading through the investigation and analysis of the current situation of high school reading teaching, such as clarifying the goal of English reading teaching and optimizing the teaching mode of English reading class.
Chapter Three Factors Affecting Reading Ability
Comprehension Ability and the Cultivation of it
3.1 Factors affecting reading comprehension ability
3.1.1 Lack of English vocabulary
Students' bad reading habits are mainly manifested in the following four aspects: First, they rely on dictionaries. When I encounter a new word, I turn to the dictionary and I can’t read it consistently. The second is to repeat reading. When reading, the eyes often go backwards, always rereading the content that I just read. The third is that the reading frame is small. Reading is not in units of words or sentences, but in words or phrases. The fourth is to read, read or read. The fifth is to translate while reading. Always worried that you can’t fully understand the article, and read it word by word. Most of the parents of these families have a high cultural quality, they can speak and speak reasonably. Therefore, talks account for a large proportion in family life. Children who grew up in this family have been motivated by these good language since childhood, so they know the importance of language and develop a habit of reading. The other is a family that lacks language stimulation. Parents of such families are usually silent and speak very simply. Not to mention the richness and standardization of expressions, they are always turning a blind eye to children watching TV and playing computer. Because they are all immersed in the TV network all day, the husband and wife do not communicate or communicate with the children. Growing up in this family lacking language stimuli, children naturally cannot realize the importance of language, so they lack language when they are young.
3.1.2 Lack of pragmatic cultural education
Excessive reading teaching is limited to the superficial understanding of the materials read, and does not pay enough attention to the role of non-verbal information stored by readers, so that many students can not effectively infer the main points of the articles they read, nor can they correctly grasp the articles. The context, which affects the correctness of understanding. In the design of reading education, many educational institutions also pursue literacy as the main educational goal in order to cater to parent’ utilitarian psychology. Most of the reading teaching strategies are based on the traditional strategies of words, words, tens, paragraphs, and articles. They attach importance to tests, neglect the cultivation of reading interests, and pay too much attention to the in-depth analysis of an article without the pursuit of reading. The concept of education is backward, such as ignoring the cultivation of children’s
independent value, compulsory teaching is common, lack of open teaching thinking; limited educational resources; low teacher teaching level, large class size - large number of students, small teacher space, lack of teaching facilities, etc. Some objective factors have also adversely affected the development of reading teaching. At present, new theories in the field of children’s language education are emerging one after another, but the lack of systematic and operational programs based on the scientific understanding of children’s cognitive development laws makes teaching workers feel at a loss. The reading environment and the atmosphere are lacking, and the reading angle (reading area) of kindergartens and primary schools is also very imperfect.
3.1.3 Not enough reading methods
Some teachers generally pay more attention to cultivating students’ ability to find clues in the article and to predict and verify according to the clue. In reading, students are prone to misuse their own predictive ability, ignore the understanding of the specific words of the article, and thus impose their own ideas on the author. When doing the search for the topic of the article, it is often easy to make mistakes. When people are facing some reading materials, the first thing they face is an acceptance process. This acceptance process is also the process of identifying and understanding words, words and sentences. If this process is difficult, then the child will have obstacles in verbal expression and writing. What are the performances of children who are behind the acceptance process? These children don’t know much about some common words, especially some more abstract words. At the same time, when they talk, they are childish and simple compared with their peers. When talking to adults, it is difficult to understand the meaning of adults and cannot make some correct judgments. Even some normal sentences are difficult to understand, and test scores are usually poor. These performances are likely to be caused by their backwardness in hearing.
3.1.4 Poor reading teaching content
Emphasis on the teaching of linguistic knowledge, ignoring the subjective position of students in reading, and hampering the development of students’ reading ability. It is easy to mislead students into the embarrassing situation of “seeing trees, not seeing the woods” when reading. Students always read from beginning to end, and when they encounter a sentence that they have not read, they always return, and they cannot grasp the overall meaning of the article. In general, when we hear or see some words, we accept it first, then put it into the brain to store it, and finally express it into words. This is the language generation. Although some children mentioned in the above-mentioned
acceptance link did not appear backward, they have fallen behind in this generation, which will still have a bad influence on the development of children’s reading ability in the future. Children with poor language skills and writing skills usually have the following behavior: when they speak, they have very little vocabulary, and even use the same words, they are tedious, and they are stuttering; they don’t dare to speak during class. Even if you speak, the words are not satisfactory; writing is to forget the words, and the typos are full. Of course, some children also appear to love to write or not to say, or to say that they do not like to write. The reason why these children are like this is largely due to insufficient audio-visual ability. Of course, it may also be the influence of the acquired environment.
3.2 Cultivation of reading comprehension Ability
3.2.1 Cultivation of students' reading speed
Reading is divided into audio reading and silent reading. Students often use audio to read. Although primary school students use audio reading to help master the correct reading method, it is conducive to cultivating students' reading skills. However, audio reading is the joint movement of the four organs of the eye, brain, mouth and nose, so that the reading speed is affected by the speaking speed. Therefore, it is not conducive to the improvement of students’ reading ability. The silent reading is the reflection of the brain on the words. It only uses the two organs of the eyes and the brain to understand the meaning of the words. The whole activity is silently carried out inside the human brain, eliminating the sound of the mouth and the monitoring of the ears, so the speed is much faster. Lip reading is also avoided during silent reading. Because lip reading does not produce sound, it also affects reading speed. The organ to be read is only the eyes and the brain. There should be no external movement other than the muscle movement of the eye and the tension of the brain. People who read slowly tend to have a lot of bad extra activities. Some people often use their fingers, pencils, and rulers to move or point at the page when they are reading; some people use the swing of the head to align their eyes with each word they are reading; others often look back when reading. Although these activities contribute to the understanding of reading to a certain extent. But undoubtedly, the speed of reading is reduced, which also affects the improvement of reading ability. The principle of direct eye and brain requires us to read the eyeball as the text moves, especially when the line of sight moves from the end of the previous line to the beginning of the next line, the eyeball must be scanned accurately. At the same time, when reading, the distance between the eyes and the book
should be appropriate, and long-term reading should be avoided. Of course, reading also requires brain control. Especially when learning speed reading, you need strong motivation and concentrated attention. Therefore, when reading normally, we have to choose a quiet environment, we should learn to control our emotions, and we should exert subjective initiative and stimulate reading interest. Seizing the most important information in the literature is an important skill for quick reading. We read that there is more water in the general literature, that is, general content occupies the main component, and important content such as useful information with new knowledge value only accounts for a small part. Therefore, we need to quickly obtain important information in the literature.
3.2.2 Development of students' reading skills
The speed of reading is determined by the content and genre of the text; the level of sound is adjusted according to the change of thought. If Xiao Sandi was before his death, the latter layer of expression expressed his strong feelings about his brother’s pity and concern. During the training, I instructed the students to slow down, reduce the sound, strengthen the pause, and highlight the accent. Xiao Sidi was worried about her brother, accusing the strong feelings of the social system at that time and accurately expressing it, thus achieving the purpose of education and teaching. Reading, there are two main methods: one is intensive reading, and the other is skimming. Extracurricular reading should be based on skimming. Because today’s society is in the period of knowledge explosion, the information content changes rapidly, and it is impossible and unnecessary to read intensively. But skimming does not mean that greed is quicker, and the result of swallowing is necessarily nothing. Skimming method guidance can focus on the following two types: 1. Browsing reading method - this is a reading method that widely reads extracurricular reading materials and acquires various kinds of knowledge, which can be followed by the procedure of "speed reading - finding knowledge points - taking notes” Guided 2. Screening Reading Method - This is a reading method for quickly accessing information and selecting the required information. The program can be guided by the destination search browse intensive excerpt program to guide students through the step-by-step screening of reading materials. Get the knowledge you need. Here, it is worth mentioning that any extra curricular reading is a comprehensive application of a variety of reading methods, and should be interspersed in the reading to achieve the best results. Reading habits are gradually formed in long-term reading practice, and good reading habits are cultivated. One is to make a book. The book to be
read is once selected and must be read. It is necessary to develop a habit of choosing one. The second is timing. Instruct students to choose their time for study and to persevere. At the same time, the school must also ensure that students study time, and schedule a certain amount of time each week as a “free reading” time. Let students swim freely in the vast sea of books. The third is to quantify. Instruct students to develop a reading plan based on their reading ability. These habits gradually formed in reading practice. In the process of reading, students should develop the habit of “not reading and not reading”.
3.2.3 Understanding of word meaning
English is a type of pinyin, and there is a close connection between spelling and pronunciation. After mastering the pronunciation of a word, remembering according to the pronunciation rules of the letters, it is easy to remember the words and it is not easy to forget. Through the usual observations, I also found that those who know the phonetic symbols and who read the words will remember the words more effortlessly than those who will not spell and only know the alphabetical order of the death. Therefore, it is necessary to explain to students the intrinsic link between spelling and pronunciation, and help them to remember scientifically. From the beginning of the first day, I paid attention to helping students identify phonetic symbols, accented syllables and pronunciation rules of English words, and cultivate students’ ability to spell words. When learning words in peacetime, students are encouraged to try to spell them out. It doesn’t matter if they read mistakes. This is to teach them to fish, and lay the foundation for their self-learning words in the future. In the teaching process, one of the headaches for teachers is the problem of students’ vocabulary. Students generally find it difficult to remember words. In particular, most of our students have poor foundations and poor self-consciousness. They do not have the habit of consciously returning to remember words. Therefore, how to improve the efficiency of class and teach them the correct way to learn and help them remember more things in class. Is the problem I have been thinking about. Below are some attempts at how I can consciously develop students’ vocabulary memory in classroom teaching. Just as bricks are just the materials for building a house, vocabulary itself is not the purpose of learning. It is important to be able to form phrases, sentences, paragraphs, and articles to express certain meanings. Therefore, you cannot learn words in isolation. When learning new words, I always tell the students some phrase phrases related to the word, and then carry out sentence making exercises. When choosing sentences, I usually look for sentences that are
suitable for the student level, are in line with English expression habits, and are closely related to student life. The students can tell and feel very interesting. Through such training, students have a certain perception of how words are used in sentences, and can recall the corresponding sentences when they see words. When reading a word in a normal practice, the word is always read along with the sentence.
3.2.4 Attention on cross-cultural education
Cross-cultural education is the need to promote international exchanges and cooperation. In the context of global economic integration, state-to-state exchanges are increasingly frequent and require a large number of talents. They have the awareness and ability to cross-cultural communication and can promote China and the rest of the world. The country’s exchanges and cooperation in the political, economic, and cultural fields. In order to meet this demand, we must realize that English teaching is part of intercultural education. Teachers should pay attention to the cultural life, traditional customs and values of different countries in the classroom instead of turning a blind eye to the key languages and cultures in the article. Information to explore cultural differences between China and foreign countries to improve students’ intercultural communication skills and adapt them to the needs of intercultural communication talents in the new century. The ultimate goal of college English teaching is to develop students’ communicative competence. The era of cultural pluralism calls for talents with cross-cultural communication awareness and ability. They can broadly absorb the excellent cultures of other nations and promote the long-standing traditional culture of the Chinese nation. However, in actual teaching, because of the long-term influence of structural linguistics and behavioral psychology, teachers tend to pay more attention to cultivating the external form and grammatical structure of students’ language, that is, cultivating students to produce sentences that conform to grammatical rules, while ignoring The cultivation of students’ intercultural communication skills. Therefore, college English teachers should change their teaching concepts, keep up with the development trend of world education, take a serious look at the relationship between language teaching and cultural education, and truly implement the curriculum teaching requirements, so as to cultivate talents with cross-cultural communication qualities. The implementation of intercultural education depends on the majority of college English teachers. Their own cultural literacy is directly related to the effectiveness of cultural education. Teachers should be familiar with the customs and customs of the countries in the textbooks, develop cultural awareness, and guide cultural comparisons so as to
establish correct cultural values and enable them to have dual cultural understanding. In addition to strengthening education and linguistics, teachers can also learn about foreign cultures and life through various channels, such as using online resources to read English newspapers, watching English news reports, listening to English broadcasts, and enjoying English originals. Movies, etc. In addition, teachers can also improve their cultural literacy through school-based training, going out to participate in academic seminars, short-term training, post-production training, and even visiting scholars at home and abroad.
3.2.5 Development of students' discourse ability
The new concept points out that interest is the best teacher. Learning interest is the core factor of students’ self-consciousness and enthusiasm. Once students have an interest in learning, learning is no longer a burden, but a diligent exploration and persistent pursuit. As the saying goes: Love moves in the middle and goes outside. Emotion is the wing of thinking and the catalyst of cognition. The composition must be sentimental and cannot be disease-free. This requires students to be good at expressing their thoughts and feelings, to find love points in writing, to feel the joys and sorrows of life, to try the ups and downs of life, to reflect on the successes and failures in learning, and to relive the good times that have been experienced. In short, you have to write your own true feelings. Only in the state of true emotions, passion, and enthusiasm, students will rejuvenate the spirit of self-examination and realize the transcendence of knowledge and rational sublimation. Therefore, creating a certain situation can stimulate the students’ emotional resonance. Such an article written by a student can have a sense of life and a sense of truth, in order to avoid the disadvantages of writing empty words, false words and plagiarism. Teachers should actively guide students to learn the language of life in the big classroom of life, and accumulate what happens between people in the family, between teachers and students in the school, between students and students, between classes and classes. What happened happened to accumulate. Teachers also need to allow students to extract, write feelings, consciously recite and continually evaluate. Because primary school students are the prime time to develop memory, memory is a warehouse of wisdom. It is good for them to remember more things in their primary school. The materials stored in the students’ minds are increasing day by day, and no students have no words to talk about, and they are ruthless. This also motivates students to have a strong interest in writing, and they are no longer afraid of writing. Mr. Ye Shengtao once said: Life is the source of writing, and the
source is inexhaustible. This statement tells that the composition comes from life, and life is the source of writing. Therefore, as a language teacher, we should guide students into nature, understand the society, understand life, understand the national events, and make the sound of the wind and the sound of the sound, and the sound of the sound; the family affairs, the world, everything, and guide students to do life. Have people, let them feel the fullness of life. You can experience life and comprehend life with all kinds of trivial matters in the family, small piles on campus, different disputes between neighbors, and even the streets and alleys. Life is an inexhaustible source. As long as students are led to life and let them experience life, praise life and praise life with full enthusiasm in the vast world of life, they will write articles of true feelings. Only by linking life and composition, and making the development of composition materials become an endless source of living water, students will be able to use each other and use them freely. Without the material, the work became a passive water and a wood without a foundation. Life is the main source of student work. Students only need to be thoughtful in life, pay attention to observation, think hard, and the source of writing will be inexhaustible.
3.2.6 Providing of reading courses
We must accurately grasp the scale of choice and guide students to choose the appropriate extracurricular reading materials according to their own reality. The younger students are young and do not have the ability to study alone. Therefore, we advocate parent-child reading, accompanied by parents, in order to lead children into the world of books. Entering the third grade, you can enjoy books on your own as you get older. However, they still lack the ability to choose the right books, and we need our teachers to make appropriate recommendations. We should recommend books that are suitable for children to read. Primary school students read extracurricular books, which are different from those of ordinary adults. When choosing extracurricular reading materials for children, we should focus on the children’s interests according to their age characteristics and knowledge level. Because of love, so love, only in this way can we find the source of extracurricular reading. The boring thing, no one wants to learn, chew the taste of wax, no one will taste it. External reading and exchange activities can activate the students’ psychological state, satisfy the communicative emotional needs of students in self-reading, and provide students with the opportunity to express their own readings. Therefore, we must ensure the regularity of extracurricular reading and communication. In the practice of extracurricular reading, our communication activities
include exchanges in the whole class as well as group communication. The way to communicate can be an individual speech (or take the book back, read a paragraph to share with you), or ask the speaker to ask questions to other students, or organize a reading speech contest, organize a post-sense essay contest... let the student main body sing the protagonist, freely, Pleasant expression of reading experience and experience. Teachers only conduct brief and affirmative evaluations when necessary during the communication process, so that students can gain multiple gains in knowledge, emotion, aesthetics, and thinking methods in communication activities. Secondly, extracurricular reading and exchange activities can form a strong reading atmosphere, so that students who are not interested in participating in extracurricular reading are infected and resonate. This law benefits from the “book club” in the United States: If a book is introduced into a youth club, a child says it is good, and everyone will immediately catch up with it. If a child doesn't read a book that is overheated, when other children talk about it in a hot day, the child will be ignorant and feel cold, and they will hurry to buy it. In this way, students enhance their understanding of reading methods in communication, thereby enhancing their interest in reading. In the past, children read books, most of them were accompanied by parents, and more attention was paid to the story. Now I am reading the entire book myself. How to read a book, we should give students appropriate guidance on the method. Guide students to read extracurricular readings. In addition to letting students read through the whole book and intensive readings, they should also pay attention to guiding students to draw circles and make reading cards, and develop a good habit of “not reading and not reading”.
Chapter Four Conclusion
4.1 Conclusion
In short, college English teaching must focus on cross-cultural education in order to meet the goal of cultivating students’ ability to communicate effectively in English. English courses are an important channel for students to understand the cultural knowledge of English-speaking countries. Teachers should pay attention to the teaching of language and culture while paying attention to the formation of language and culture. They should not miss the opportunity to introduce some cultural background knowledge of English-speaking countries and Chinese and Western culture. Differences, thus broadening the horizons of students, enriching students’ cultural knowledge, enabling students to reach native English, and thus effectively implementing intercultural education.
4.2 Revelation
The implementation of intercultural education depends on the majority of college English teachers. Their own cultural literacy is directly related to the effectiveness of cultural education. Teachers should be familiar with the customs and customs of the countries in the textbooks, develop cultural awareness, and guide cultural comparisons so as to establish correct cultural values and enable them to have dual cultural understanding. In addition to strengthening education and linguistics, teachers can also learn about foreign cultures and life through various channels, such as using online resources to read English newspapers, watching English news reports, listening to English broadcasts, and enjoying English originals. Movies, etc. In addition, teachers can also improve their cultural literacy through school-based training, going out to participate in academic seminars, short-term training, post-production training, and even visiting scholars at home and abroad.
提高高中生英语阅读能 力的几点策略 Document number：NOCG-YUNOO-BUYTT-UU986-1986UT
提高高中生英语阅读能力的几点策略 摘要：提高英语阅读能力对高中生进一步学习和使用英语具有非常重要作用。文章分析了提高高中生英语阅读能力的重要性及其条件、高中生英语阅读能力提高的阻碍因素，进而提出了重视文化背景因素、积累阅读词汇量、采用“整体—局部—整体”的语篇阅读法、养成良好阅读习惯四点提高高中生英语阅读能力的策略。 关键词：提高高中生英语阅读能力策略 一、提高高中生英语阅读能力的重要性及其条件 （一）英语阅读能力及其重要性 阅读就是对书面信息进行认知构建的心理语言过程。英语阅读能力是通过阅读英语文献获得信息的一种能力，这种能力的培养与提高，有助于学生在迅速、准确地获取知识与信息时减少难度和障碍，同时还能促进其他方面如听、说、写能力发展。英语阅读能力的培养是高中英语教学中的核心内容之一。侧重提高阅读能力，为进一步学习和运用英语切实打好基础是中学英语课程标准的一项具体要求。 高中英语阅读内容涉及的体裁广泛，题材新奇。其中包括了英语国家的历史、地理、文化风俗和风土人情等方面的内容，融思想性、知识性和真实性为一体。由于学生的时间、能力和活动范围有限，在限时阅读中把握一些阅读技巧和技能，对提高阅读效果显得尤为重要。 （二）高中生提高英语阅读能力应具备的条件 1、背景知识 背景知识是理解特定语篇所具备的外部世界知识，它影响着阅读理解的准确性。背景知识对理解的影响力大于语言知识，背景知识的缺乏会造成阅读理解的障碍。因此，在阅读学习中，应了解文章的背景知识，结合自己所把握的语言知识，如词汇、语法功能和话题等进行阅读。有了运用背景知识阅读的能力，对所读的文章的思路把握就较为清楚，对文章的理解也更为准确、深刻。
高中英语阅读能力的培养分析 摘要：在高中英语的学习过程中，学生的阅读能力起着关键性的作用。在阅读学习过程中会涉及词汇的学习、语法学习以及阅读习惯等等，主要从四方面分析了如何提高高中生的英语阅读能力。 关键词：高中英语；阅读能力；文化知识 高中英语的学习中阅读能力主要指的是对语言文化的学习、获取外部信息的学习以及提高语言实践能力的学习。从高中英语的学习大纲中分析，它明确要求要提高学生的阅读能力，为进一步的学习打下扎实的基础。从学生的成绩方面进行分析，在高中英语的考试中，阅读成绩占有很大的比重。在现阶段的高中英语学习过程中，主要是对语言形式的学习，很少涉及阅读技巧的学习。如今的高中生在阅读中存在很大的问题，主要表现为阅读速度慢、理解能力差等。在教学中教师要提出有针对性的策略，帮助学生提高英语阅读能力。 一、重视词汇学习和词汇积累 在阅读中阅读能力的高低和词汇量具有很大的关系。现阶段的高中生英语词汇量稀少，在阅读过程中都不能将句子正确地翻译出来，会曲解文章的主要含义。在学习词汇的过程中学生不应单纯地死记硬背，而要讲究记忆的方法技
巧。词汇中有很多合成词和派生词，在具体的学习中只要记住自由词汇的含义也就等于学会了更多的词汇。在英语中还有很多是由单词主体和前缀、后缀构成的，在学习过程中只要掌握了这些前后缀，就等于学习了更多的词汇。 二、掌握必要的语法知识 在现如今的高中英语阅读中，句子的结构比以前的结构更加复杂，并且变得越来越长，所以，在分析句子的过程中只有掌握了必须的语法知识才能将复杂的句子简单化，将长句子变为短句子。例如，在遇到长句子时，句子中有很多陌生的单词，这就要发挥语法知识的作用。在高中英语中我们会学习到八种时态，包括一般现在时，现在进行时，一般将来时，过去将来时等等。句子还包括简单句、复杂句。在复杂句子中还有主语从句、宾语从句、表语从句等等。要想把握句子的整体含义，就要将句子的各个部分都分析清楚。 三、联系必要的文化知识 学生在学习过程中除了要学习必要的理论知识外，还要了解必要的文化背景知识和生活常识。在高中英语的学习中，会涉及很多西方的背景知识，例如，西方的节日和西方的传统。在阅读中会出现Easterisland（复活岛）等专有名词，当然还有可能包括一些书籍名称，在了解之后学习会变得更加简单。 四、培养良好的阅读习惯
初中英语阅读教学中学生思维能力培养的探索与实践
初中英语阅读教学中学生思维能力培养的探索与实践 【摘要】在英语阅读教学中，教师应当灵活的运用教材，采用新颖的教学方法，设计出具有创造性和思维性的语言训练项目，发展学生的思维能力。本文以阅读教学为例，分别阐述了培养学生的分析、概括、发散和评判思维能力的方法与途径，从而使学生在学习过程中发展综合运用语言的能力，培养创新精神，增强实践能力。 【关键词】思维能力；阅读教学；初中英语 【基金项目】本文系江苏省苏州市教育科学“十二五”规划重点立项课题“基于‘ARCS学习动机模型’的初中英语阅读教学策略的研究”（课题批准文号：130703415）的部分研究成果。 中图分类号：G633.41 文献标识码：A 文章编号：1671-0568（2016）13-0063-03 《义务教育英语课程标准》（2011年版）明确指出：“义务教育阶段的英语课程具有工具性和人文性双重性质。就工具性而言，英语课程承担着培养学生基本语言素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维的发展，为今后继续学
习英语和用英语学习其他相关科学文化知识奠定基础。”因此，在实际英语教学中，培养学生的思维能力有着重要的现实意义。 思维是人们在认识活动中运用概念、判断、推理等思维形式，是人的大脑对客观事物的认识过程，是在实践的基础上产生和发展的，也是通过概念、判断和推理等形式来反映客观事物的能动过程。思维能力包括：理解力、分析力、综合力、比较力、概括力、抽象力、推理力、论证力、判断力等能力，它是整个智慧的核心，参与、支配着一切智力活动。语言是思维的载体，在学习语言的过程中训练思维是切实有效的方法之一。那么如何培养学生的这些思维呢？下面笔者就以牛津译林版的教学实践为例，探讨在初中英语阅读教学中提高学生思维能力的可行性。 一、创设合理“暗示”，激活学生的分析思维能力 心理暗示是指用含蓄间接的方式对别人的心理和行为 产生影响。“暗示”的作用是巨大的，不但可以影响到人的心理与行为，还能影响到人的思维分析能力。所以教学过程要通过暗示建立无意识的心理倾向，创造强烈的学习动机，开发潜力，提高学生的分析思维能力，以充分发展学生的“自我”。在课文的导入阶段，教师可以适时地、合理地借助“暗示”，设置情感体验的情景，激活学生的思维。 【教学片段】牛津初中英语初三上册第四单元的阅读文
培养初中生的英语阅读能力 发表时间：2011-04-12T11:30:43.120Z 来源：《中学课程辅导·教学研究》2011年第8期供稿作者：魏瑜 [导读] 阅读作为获取语言文化知识、了解外部信息、提高语言能力的重要手段，是中学英语教学的侧重点。 摘要：探索英语阅读教学方法，培养学生阅读能力已成为英语教师共同关注和研究的课题。本文阐述了培养初中生英语阅读能力的重要性，并介绍了培养学生英语阅读能力的方法。 关键词：阅读兴趣；阅读技巧；阅读能力 作者简介：魏瑜，任教于江西省石城二中。 阅读作为获取语言文化知识、了解外部信息、提高语言能力的重要手段，是中学英语教学的侧重点。英语的阅读以能力为主，涉及学生的理解、综合和分析解决问题的能力。近年来，阅读更注重对技能和能力的考查，选材也更广泛，内容更丰富，与学生生活实际相联系。因此，探索培养学生英语阅读能力，提高学生阅读效率成为英语教师共同关注和研究的课题。 一、英语阅读能力的分析 阅读是一个积极主动地思考理解和接受信息的过程，也是一种复杂的智力活动。从表面看是读者感知书面文字理解文字所表达的内容，实际上它是作者与读者双方的语言交际活动，是一个读者实现心理满足的复杂的心理逻辑推理过程。在这过程中所表现出来的能力，被称为“阅读能力”。 二、培养初中生英语阅读能力的重要性 阅读能力是一种领会理解能力，是学生吸取知识，积累词汇，熟悉英语表达习惯的重要途径。阅读能力是英语四会能力中最基本最重要的能力之一。阅读不仅能帮助学生获取信息，开阔视野，吸收丰富的知识，了解英语国家的历史、地理、科技、社会文化、风土人情等，提高学生的学习兴趣，还能扩大词汇量，促进听、说、写的能力的发展。同时还能培养学生的思维能力、分析能力和理解能力，有效地提高学生运用语言的能力，为他们的终身学习和发展打下坚实的基础。新课标中明确提出要培养学生的观察、记忆、思维、想象能力和创新精神，帮助学生了解世界和中西方文化的差异，拓展视野，形成一定的综合语言运用能力。 既然阅读这么重要，那么我们就应该重视培养阅读能力，掌握提高阅读效率的方法就显得尤为重要了。笔者在本文中就个人的教学体会，谈谈提高初中生英语阅读能力的方法。 三、培养英语阅读能力的方法 1.培养英语阅读兴趣 兴趣就是动力。正如心理学家皮亚杰所说：“兴趣是能量的调节者，它的加入便产生了储存内心的力量。”对于阅读，学生也应该有一种浓厚的兴趣。那么，教师如何培养学生的阅读兴趣呢？笔者认为教师在培养学生的阅读能力的过程中，要根据“循序渐进、逐步提高”的原则来编选阅读材料。对于初中生，教师可以在平时收集一些幽默、笑话、谜语、谚语、成语小故事，加以精选改编。学生在饶有兴趣的阅读过程中，既不知不觉扩大了词汇量，获取了各方面的知识，又在阅读过程中体验到快乐。真正地让他们认识到阅读并非空洞乏味的活动，而是一种既可增长知识、又能令人愉快的活动。也真正做到了“为学所乐”，使学生自觉地克服阅读过程中产生的不良心理因素，从而以旺盛的精力、饱满的热情、进取的精神投入到阅读活动中去。 2.扩展英语文化背景知识 语言是文化的载体，语言与文化密切相关。如果学生缺乏一定的文化背景知识，即使能认识每一个单词，懂得每一个句子，也不一定能正确理解文章的含义。教师在教学中，一定要详细介绍教材中的有关社会文化背景的知识，让学生在一定的文化背景知识下理解课文。 3.训练英语阅读技巧 文章是由句子和段落组成的，句子与句子、段落与段落之间是彼此联系的。 在英语阅读教学中，教师要有意识地向学生传授阅读方法，训练阅读技能，培养学生自觉调整阅读速度和阅读方法的能力。阅读时眼中有词，心中揣意，把握命题原则——“大小猜判”（大—— 考察大意；小——细节辨别；猜——字词句意；判—— 推理判断）。教师要提高学生的阅读水平，就要分别用不用的方法来训练他们的阅读技巧，使学生形成良好的阅读习惯，提高阅读理解能力。主要阅读技巧有： (1)略读：通过整体粗读，领略内容大意,帮助理解，为细读作准备。在进行阅读课教学时要有意识地培养学生找出主题句，抓住中心，使学生理解主题句与文章的具体事实细节的关系，没有主题句的段落就引导学生依靠段落中的衔接、句际关系来分析、推断和概括段落的大意，从而达到整体理解的目的，获得文章表达的正确的信息。 (2)跳读：寻找所需信息,如年代、数字、人名、地名等把握住关键词，利用语法过渡词，语气转折词及时态等，抓住文章脉络。 (3)细读：分段细读，注意细节，注意语言结构，处理语言点，抓住主要事实,关键信息，揭示文章结构的内在联系，帮助深化理解。一篇文章是一个有机的整体，段落与段落之间存在着内在的紧密联系，而每段的内容都与主题有着很重要的联系，所以弄清文章结构上的问题，对于把握文章主题、文章大意非常重要。 (4)推读：推测未直接写明的含义、因果关系以及词义猜测，对学生在自学过程中遇到的新的单词、表达法或语法。引导学生学会根据上下文进行猜测，这样既提高了阅读速度又形成了一种能力，这也是英语阅读的关键所在。培养学生猜词的能力是我们在外语教学中十分重要而有意义的一个环节，但是若遇到了关键的词句且影响对文章的理解，则要提倡学生使用手中的工具书，自行查阅解决学习中遇到的困难。 (5)概读：要求学生从每篇标题,到各个部分都进行概读、以归纳出要点, 概括作者的主旨、意图、观点、态度，这样就能了解全文的概貌。概读还有助于学生把握上下文之间的意义联系,培养学生的综合概括能力，提高英语阅读的有效性。 4.培养阅读能力，形成良好阅读习惯 阅读是一个认知的过程，不同的人有不同的阅读方式。有的学生喜欢逐字逐句地读，有的喜欢一目十行地读，有的喜欢反复上下阅读。这些阅读方式都是影响学生阅读效果与水平提高的原因，因此，在英语阅读教学中教师应培养学生以下四种能力，以形成良好的阅读习惯。 (1)培养学生限时阅读的能力。限定阅读时间，进行限时阅读训练。限时阅读是训练速度的有效方法，让学生在规定的时间内读完材
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysis On the Teachin g Material Teaching Content The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss’ abilit ies of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficult Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. C ommunicative Approach 2. T ask-based Language Teaching 3. T otal Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. T: who is he or she? is she Yangmi ? is she Zhao Liying ? is he Wu Yifan ?(while speaking ,i will show those persons’ pict ures mentioned) Ss: he/she is .... T: What qualities of your idol attract you most? Arouse students' interest and lead in the topic for this lesson.
青岛工学院 毕业论文（设计）Study on English Reading Ability of Senior High School Students 高中生英语阅读能力的研究 学生姓名沈延贞子学号 201501105118 指导教师王繁 学院外语学院 专业英语年级 2015级 答辩日期 2019 年 6 月 5 日 青岛工学院
A Brief Study on English Reading Ability of Senior High School Students 高中生英语阅读能力的研究 完成日期： 指导教师签字： 评阅教师签字： 答辩小组组长签字： 答辩小组成员签字： 年月日
摘要 我国的外语教学可以说一直走在误区里面。应试教育已经把外语教学的根本性牢牢锁死。当前，各地的教师在创设氛围教学生从事交际活动吗？课堂上，师生都完全适应了“功利”教学法。教师如果不对学生加强单词和词组的强化训练，不仅学生认为你老师不会教，家长也不会让你的。听力训练、早晚读、周练、月考全都是围绕成绩而转。学生根本没有机会进行交际和阅读的实用性训练，因此，多少年来，学生学的都是哑巴英语。不仅无法用于交际活动，阅读的技能差，所以有必要对当前的英语教学进行彻底的改革。在高中英语学习中，阅读能力是衡量一个学生是否学好英语的关键。通过阅读能力的锻炼，能够培养高中生的记忆理解能力以及主动思考能力，帮助学生开发英语思维。所以，包括笔者在内的学生应该有计划地、科学合理的学习英语阅读，最后通过实际的训练培养，学好英语。本文从研究的背景和意义以及研究的重要性出发，围绕论题搜集文献资料，并综述出了国内外学者对于阅读的产生，发展和理解这几个方面，从而阐述了阅读的重要性。进而分析出了影响阅读能力的几个因素，并且针对问题提出了相应的解决办法，最后进行概括和总结。 关键词：高中生；阅读能力；跨文化教育;话语能力
高中生英语阅读教学论文如何运用趣味教学 概要：趣味教学在高中英语阅读教学中有着良好的运用前景，有助于提升教学 效率。从导读教学、现代教育技术、游戏情境、趣味结尾等方面入手，对学生起到了调动求知欲、激发学习兴趣、培养想象能力、强化应用能力的作用。自古以来，“教学有法，教无定法”，高中英语趣味阅读教学的研究并非一朝一夕之功，今后仍需广大教师不断地学习、积累与反思，尝试提出具有创新性的教学举措，为增加英语阅读课堂的趣味性和调动学生学习英语积极性而不懈努力。 为了有效运用趣味教学法，需要为学生营造良好的学习环境，引导学生主动探 索新知识，自主参与阅读教学。教师要根据高中生的特点，为学生预留习题做导读练习，在课堂上结合小组合作等形式為学生营造自主、合作的学习环境。现代教育学理论认为，教学并不是向学生填充知识，而是要点燃学生的思维，这要求教师注重学生兴趣的激发。孔子说过，知之者不如好之者，好之者不如乐之者，可见兴趣对于学生学习拥有至关重要的作用。因此，教师要重视营造了一个良好的教学环境，比如借助巧妙有趣的导读激发学生的参与热情，引导学生通读文本、探究词义，在轻松愉悦的氛围中，在自主合作的状态下良好的完成学习。 例如，我在教学中通常会选取能够最大化吸引学生兴趣的内容进行教学，比如 选用一段富有文采的片段让学生阅读。“Spring is fine. It's usually sunrry and warm. Sometimes it's windy and rainy…”在这样的一段素材中，我会要求学生带着感情去朗读，先对Spring有一个整体的认识，再对词义、句子结构有所 把握。这样的文本内容朗读起来有一种阅读朱自清先生散文的感觉，不仅句子流畅朗朗上口，更是富有情感，能够让学生自然地顺着阅读材料了解新的知识。 一、利用现代教育技术，激发学生的学习热情 随着现代信息技术的发展，为教育教学提供了诸多的帮助，现代教育技术越来 越广泛地应用在教学工作的各个方面。在高中英语阅读教学中，教师需要注重对学生进行技巧指导，要求在阅读中掌握关键词、句的信息，实现精读效率的提升。因此，教师可以借助多媒体等现代教育技术手段，摒弃传统灌输式教学模式的弊端，用直观、形象、生动的方式展现给学生，借助图形、声音、视频等手段与传统教学媒体有机结合，激发学生的学习热情。在现代教育技术手段的支持下，学生可以拉近与教材的距离，直观地认知感受新的知识。例如，借助展示视频或播放音乐，可以让学生自然地感知英语语言的魅力，热情地投入到英语学习中去。 在实际教学中，我们可以利用英文歌曲来营造英语氛围。如收集一些旋律优美、难度适中、与阅读教学内容相关的英文歌曲，在课堂和课余时间与学生们一起欣赏，
浅论提升初中生英语阅读水平的方法 我国义务教育《英语大纲》规定：按照语言学习规律，学生必须吸收相当数量的语言材料和经过一定量的语言实践，才能获得为交际使用英语的水平。所以，英语教学必须增加语言实践的量，使学生获得充分的语言实践机会。阅读是我国学生接触外语信息、参与外语实践的重要途径，因而提升阅读水平是培养语言综合使用水平的重要方式。阅读水平是英语“四会”水平中最基本、最重要的水平之一，培养阅读水平有助于扩大词汇量、丰富语言知识、提升语言的使用水平，是大面积提升中学英语教学质量的关键。 但在教学实践中，绝大部分学生害怕做阅读题，考试在阅读上减分也比较多，阅读水平弱。如何提升学生的英语阅读水平呢？我在十几年的英语教学中实行了以下尝试： 一、狠抓教材中阅读材料的语言积累和巩固，打好基础 在外语教学过程中，首先应该培养的水平是理解，即听力理解和阅读理解。听和阅读都是在往大脑中输入信息。外语学习过程中语言输入的量一定要大大多于输出的量，这样才能为表达思想的说和写的环节打下好基础。语言积累就成了关键，教师要重视学生对所学语言素材的有意识积累，最主要的是使学生积累一些对今后的学习最有用的语言素材。对学生教材里每单元的阅读文章我都非常重视，坚持让学生对课本语言材料理解、记忆和复习，并实行检查。因为语言材料的输入和巩固过程是一个反复刺激、持续加深印象的过程。
听得多，读得多，学生不但巩固了词法、句法和语法，而且阅读课外文章时能看懂了，促动了阅读理解水平水平的持续提升，这就达到了教者的最终目的。 二、采用任务型教学与阅读理解相结合的教学模式，设计有意义的语言实践活动，有助于学生更好地理解阅读材料 阅读是学生的有效学习过程，不是教师的自我表演，这是上好阅读课的基本标准。也就是说学生要有实实在在的学习。 在课堂上授课时教师的讲话最好不要超过20分钟，因为课堂是学生锻炼自己的地方，要多实践，让学生成为学习知识的主体，教师则起到引导的作用。 三、有计划地对学生实行科学、系统的课外阅读训练，扩大英语知识面，增加对英、美国家文化背景知识的了解 1、精心选材，引导学生留心积累各方面的知识。 阅读理解是中考测试中比重最大的题型。阅读文章题材多样，涉及政治、经济、社会文化、风俗习惯、历史地理、科学技术等各个方面；体裁形式丰富，包括记叙文、说明文、议论文、应用文以及新闻报道、广告、通知、操作说明、表格等。这就需要考生在平时对各个方面的知识都有所积累，广泛阅读，以适合中考的需要。为协助学生，我备课时会充分利用英文报刊杂志、网络媒体搜集文章，选择的材料富有时代感。我认为英语学习中的阅读材料应使学生感到有一定的难度，但不可让学生感到太难，一点都看不懂或绝大部分看不懂，这样就打消了学生学习的积极性，反而不利于学生的发展。
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and
中学生英语阅读新视野①词组 go without 没有, 缺乏, 将就 In those days we often had to go without supper. tell … apart It's difficult to tell the two girls apart. 这两个女孩很难分辨。 Without question 毫无疑问 He is without question the best man for the job. 毫无疑问, 他最适合干这份工作。 A number of 一些 A great number of problems have arisen. 出现了许多问题。 Take off 1.拿走, 取下; 去掉 Last night's strong wind nearly took the roof off! 昨夜的大风差一点把屋顶刮掉了。 2.脱去 I can't take my boots off, they're so tight! 靴子太紧了, 我脱不下来! 3.截断, 切除 I'm afraid the disease can't be stopped, so we shall have to take your leg off. 恐怕这病情控制不住了, 我们得把你的一条腿截肢。 4.(使)离开 I think I'll take myself off now. 我想我现在就得走。 5.起跳; 起飞 Watch that bird taking off from the branch! 注意看那只鸟从枝头飞起来! 6.(飞机)起飞 It's exciting to feel the plane taking off. 感觉到飞机起飞令人兴奋。 7.减轻(体重) I'm so pleased that I've been able to take off all that weight and get into my good clothes again! 我的体重终于减轻, 那些漂亮的衣服又合身了, 我真高兴! Around the world 世界各地 By accident 偶然地 He made this mistake by accident. 他犯这个错误纯属偶然。 Now and then
浅谈如何培养高中学生的英语阅读能力 根据高中英语教学大纲的要求：“在高中英语教学中，听、说、读、写要进行综合训练，在进一步提高听、说、读、写能力的同时，更侧重培养阅读能力。”从某种意义上说，阅读能力的提高，是听、说、读、写能力提高的关键。通过阅读，扩大了知识面，增加了词汇量，交际时就不会因为知识或词汇贫乏而言不达意，写作时才能语言地道，内容丰富。然而，阅读能力的培养和提高不是一朝一夕能够达到的。需要经过长期的努力，一步步提高。在这个过程中，课内精读和课外泛读都很重要。只强调精读课本，不进行课外泛读，就无法扩大知识面，无法提高阅读速度，就只能是逐词逐句爬行式的阅读；而不重视精读课本，一味强调课外泛读，势必造成基础不实，对所读材料理解不透的后果。因此，必须在精读课文的基础上，进行一定量的课外泛读。 一、改革课文教学，打好语言基础 课文是培养学生阅读能力的主要材料。课文教学的成败，直接影响到学生阅读能力的培养和提高。在课文教学中，应着重抓以两个方面： 1．课前预习，培养能力 课前预习是培养学生自学能力的重要手段之一。通过预习，学生综合运用已有知识和技能，初步了解教材内容，发现教材的疑难问题，带着问题上课。这样，使学生的针对性更强，更能激发学生的求知欲，同时也便于教师集中力量解决重点难点问题。预习时，一般要求学生做到以下几点：（1）拼读生词、词组，扫清阅读障碍。（2）浏览全文，找出各自然段的主题句，或说出段落大意。（3）划出语言难点，并提出独立的见解。（4）就课文内容提出问题，供课堂上进行问答。实践证明，通过课前预习，学生学习变得更主动了，上课时解决问题的效率也更高了，从而节省了讲解时间，加强了综合训练。 2．围绕中心，整体教学 对于课文的教学，笔者认为，课文不仅仅只是语音、语法和词汇的综合运用，而且是围绕着某一主题，某些内容或情节而进行的综合运用。因此，课文首先应做一个整体来教，应在学生了解文章内容要旨的基础上进行语言操练。这样，既强调语言结构的学习，又强调语言功能的学习，使学生通过学习，不但能听、说、读、写，而且做到理解准确，表达得体。 在课文教学中，笔者往往从整体入手，先让学生通过预习来了解全文的内容大意，再通过做理解习题来检查预习效果。对于故事体裁的课文，先通过听、说法来介绍课文背景和内容，再通过问答来检查学生对主要内容的理解。这样做，目的是使学生养成一开始阅读就努力寻找文章要旨的习惯，训练学生根据关键词语捕捉文章大意的能力。在分析句子时，强调词不离句、句不离文，不仅注意句子的表层意义，更要注意到句子的深层意义，注意句子同文章内容及主题的内在
中学英语阅读教学中学生语篇意识的培养和研究 摘要：想要提升初中学生的英语阅读能力，那么初中英语教师就必须在阅读教 学中培养学生的语篇意识。学生只有具备了语篇意识，他们才会在阅读和分析英 语文章的过程中得心应手。可以说通过在初中英语阅读教学中培养学生的语篇意 识能够从根本上提升学生的英语阅读理解能力。 关键词：初中英语阅读教学；语篇意识；培养策略 1语篇的概念 笔者认为语篇是由一个以上的句子或者语段组成的，具有内在衔接性和连贯性、符合一定的语言使用规则，并且可以表达某种意义功能的语言整体。以此对 应初中阶段所使用的英语教学材料（教学书），其中的对话材料、听力材料、阅 读材料、写作材料以及语法材料等都是以语篇为形式的。 2在初中英语阅读教学中应用语篇分析的必要性 2.1英语课程标准对“语篇知识”的要求 英语课程标准明确将“语篇类型”作为英语课程内容的六要素之一，并提出初 中英语教学需要培养学生的“语篇知识”。其中“语篇类型”指的是议论文、说明文、记叙文、议论文等不同类型的文体，不同类型的语篇具有不同的行文结构、文体 特征和表达方式。学习和掌握各种语篇的文体，能够加深学生对语篇意义的理解。《课标》中“语篇类型”与“语篇知识”的相关内容对初中英语阅读教学提出了新的 要求，即教师需要改变传统以语言知识为中心的阅读教学观念，提升以语篇为单 位的教学意识，在教学中既要关注阅读文本的微观组织结构，又要关注其宏观组 织结构。因此，将语篇意识的培养引入初中英语阅读教学，对于落实初中英语课 程标准的相关要求是非常必要的。 2.2传统阅读教学方法的弊端日益凸显 传统的阅读教学方法以“语法讲解”和“课文翻译”为主，教师通常将语言知识 作为英语阅读教学的主要目标，把阅读课堂的大部分时间用于词汇与语法知识的 讲解、句子成分的分析等，对于阅读文本的处理相对比较粗糙，翻译句子是其主 要的课文讲解方法。这种传统的阅读教学方法，看起来好像能够帮助学生分解阅 读理解的难点，降低阅读学习的难度，扎实地掌握词汇与语法知识。然而，这种 将阅读文本分解为“知识的碎片”进行讲解的方式，实际上不仅不利于提高学生的 综合语言运用能力，而且会导致语篇之于阅读教学的功能与价值的丧失，造成学 生不能从整体上把握与理解语篇的意义。长此以往，学生的阅读理解多停留在句 子层面，其阅读能力与思维能力的发展势必会受到一定的影响，最终也会影响阅 读教学与语言教学的实际效果。相对于以词汇和句子为中心的传统阅读教学方法 而言，基于语篇意识培养的阅读教学更注重阅读文本的整体性，强调从文本的宏 观与微观的双重视角进行充分的语篇分析，以提高学生阅读理解能力与综合语言 运用能力。 3初中英语阅读教学中学生语篇意识的培养 3.1注重语篇的多角度分析 语篇是初中英语阅读教学的基础性资源。语篇赋予语言学习以主题、内容和 情景，并以其特有的内在逻辑结构、语言形式和文体特征，组织与呈现信息，服 务于主题意义的表达。初中英语阅读教学应注重阅读语篇的多元解读，充分挖掘 语篇的潜在价值，开展丰富的阅读活动，帮助学生在整体理解语篇的基础上，把 握篇章的组织结构与逻辑形式;在分析主旨大意的基础上，领会作者的观点态度与
浅谈初中生英语阅读能力的培养 慈溪实验中学南专库 [摘要]初中英语学习的主要任务之一就是培养学生的基本阅读能力。但在教学过程中学生在阅读方面的训练量比较少，训练材料方面存在很多问题；学生缺少正确的阅读方 法知道。这就要求教师一方面教会学生正确的阅读方法和技巧；另一方面扩大阅读 面，增加阅读量，指导学生有目的地阅读，在训练中提高学生的阅读能力。 [关键词]阅读能力阅读技巧语篇意群 培养学生的英语阅读能力是初中英语教学的主要内容之一，其目的就在于培养和提高初中学生的英语阅读速度和理解能力。通过阅读，学生们可以广泛地接触到各种有用的知识，开阔眼界，增长才干；只有通过阅读，学生们才会在掌握 大量词汇、句型基础上提高学习英语、使用英语的兴趣。所以，Geoffrey Broughtow 说：一个人学外语，如果不能直接到外国环境中去学习时，唯一的途径就是阅读。（转引自杨秀珍的文章，见《英语研究论》第一集P88）由此可见，阅读在英语学习中的作用非同一般。教师应从以下两个方面培养学生的阅读能力。 一、指导学生大量阅读 初中学生的英语基础比较薄弱，英语阅读在老师的指导下才容易取得很好的 效果。首先，要严格要求学生精读教材内容，争取全部熟练地朗读和背诵重点句 型和课文，从而形成良好的语感，做到脱口而出。美国著名的语言学家帕默认为：学习语言是学习的一种的技艺（art）而不是科学（science）。这就要求我们在阅读教学中，把主要注意力放在培养言语的熟巧和技艺上，模仿、重复、多读、多 讲、多练。其次，应注意指导学生广泛阅读面向初中学生、并且与教材阅读篇章 难易程度相当或略低于教材阅读内容难易程度的课外读物，以强化和提高学生的阅读兴趣和能力。爱因斯坦说过：“兴趣和爱好是获得知识的动力。要让学生在 阅读成功的喜悦中增加学习英语的兴趣。第三，要特别注意指导学生循序渐进地 阅读，千万不要急于求成，不要贪读阅读难度过大的读物，以免劳而无功或挫伤学生阅读的积极性。在教学实践中，牛津出版社的“书虫（Bookworm）”系列读物就是很好的辅助用书，学生既可以读到有趣的故事，又可以学到知识，提高阅读能力。 二、学习掌握正确的阅读方法 教师应通过课文预习提问、讲解课文或重点句型，指导学生做阅读训练等， 教会学生正确、实用的阅读方法，提高学生的阅读效果。授人以鱼，莫如授人以 渔。美国匹兹堡大学的William E Norris 认为，“不管怎么样，既然我们的学生 是有文化的，那么他们就不必去学习阅读的过程，而是要练习阅读外语-----英语的技巧。”（见马俊明等译《英语教师的艺术》P277）具体地说：一是要让学生学会特别注意阅读篇章中的人物（who）、时间（when）、地点（where）、事件（what）、数字（numbers）等关键词语，以提高阅读的目标性和效能；二是要训练学生学 会默读阅读材料，克服出声读的不良习惯，以提高阅读速度。学生阅读时，习惯 发出每个单词的音，即出声读，有时也表现在无意识的喉头蠕动。任何一种都会
阅读原文题目： An interview with Jackie Chan 高中英语阅读课公开课原文 A teaching design Teacher Hongli Dong Senior high students are eager to learn something knowledgeable Analysis and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. on Their abstract thinking and cognitive capability have developed a lot. Learners So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Teaching The content of my lesson is a reading material, through the learning Content of which, I ’enablell students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about Analysis success. Abilities On Teaching (1) To develop the Ss ’abilities of listening, speaking, reading and the writing Teaching Aims (2) To improve Ss' reading abilities, especially their skimming and Material scanning abilities. (3) To train the Ss ies ’ abilitofsudying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Important What qualities are required to be successful Points Difficult Help students to conclude the questions of interviewers according Points to Jackie Chan ’s answers. https://www.doczj.com/doc/0113085115.html,municative Approach Teaching Methods 2.Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Step 1 Lead in (3 min) Students ’Activities Purpose Greeting. Arouse students' T: Hello, everyone! Do you have an idol interest and lead Ss: yes. in the topic for T: who is he or she is she Yangmi is she Zhao Liying this lesson. is he Wu Yifan (while speaking ,i will show those persons ’ pictures mentioned) Ss: he/she is .... T:What qualities of your idol attract you most