简介:摘要阅读教学是语文日常教学中的一个重要内容。新课程标准中明确提出,应让学生成为阅读主体,充分引导学生进行个性化阅读体验。而在以往传授型阅读教学中,语文教师一方面想让学生成为课堂阅读主体,一方面又怕时间太短学生读不透文本,于是最终用自己的讲解代替了学生主体阅读过程。笔者认为,要想阅读教学取得实效,就要充分启动学生这一阅读主体,做实课堂阅读过程,从三方面引导学生读好读透文本一是读文本语言,二是品文本空白,三是重主体思考。
简介:本论文运用定量和定性研究的方法,从阅读过程的行为变化的角度展开研究,通过让阅读者在做多项选择题的时候显性实施返回原文阅读的行为,剖析、对比受试在阅读理解的过程中面对不同任务所采取的阅读策略及其效果。研究设计中,181名大学本科的三年级非英语专业的学生按照阅读过程中是否要完成全部题目及是否要显性返回原文这两个变量分成三组,通过问卷调查和采访,研究其阅读策略,并在组内和组间用不同难度的题目进行比较。结果表明,返回原文阅读任务中阅读策略的使用多于、高效于普通的多选项阅读;那些在两种阅读行为能力都很强的阅读者在两种过程要求的阅读策略上都很有效。阅读的过程(即使用策略方法的过程)和理解的结果(即阅读的产物或分数)在返回原文的阅读测试上显著相关,与题目的难度也呈现显著相关性。研究结果有助于对阅读测试进行认知诊断分析,并在此基础上向学习者、教师和家长提供描述性、诊断性的成绩报告。
简介:a recent approach to teach reading emphasizes pre-reading preparation of learners in a reading lesson plan. Working with learners before they begin reading a text helps them get more involved.[16] P78 First,and will not aid learners in developing reading competence.Holistic reading instruction should be emphasized in the teaching of English reading. The teacher should design the corresponding reading curriculum in order to train the ability of holistic reading. The essential target of the trainings that enable learners to manoeuvre the scheme knowledge they have and strengthens the ability of forecast and proving. The ability of forecast is most important. Teachers should teach learner how to find out the topic word/key word in a certain sentence and the topic sentence and topic paragraph in a certain passage. A holistic reading instruction must be communicative,learners learn to read by reading a lot.
简介:never should one overlook the importance of the use of background knowledge and reasoning. The whole process of reading should be a process during which the bottom-to-top model and top-to-bottom model work alternatively and interact with each other. In this whole process successful readers continue to make use of cues at all levels,hoping to get some inspiration and integrate it effectively into the English reading teaching.The reading process has famously been described as a "psycholinguistic guessing game"[1] P142 in which efficient readers minimize dependence on visual detail by utilizing background knowledge to make predictions and check these against the text. In this paper,readers use their background knowledge to work on meaning.In the Top-down Model of reading