1、 初中英语阅读教学初中英语阅读教学 设计设计与与评析评析 太原师范学院 周继青一、初中阅读教学中的问题一、初中阅读教学中的问题二、阅读的三种模式二、阅读的三种模式三、初中阅读教学的设计三、初中阅读教学的设计1 1、阅读前、阅读前2 2、阅读中、阅读中3 3、阅读后、阅读后四、阅读课设计案例分析四、阅读课设计案例分析n The motivation to success comes from the burning desire to achieve a purpose.Napolean Hill wrote,”Whatever the mind of man can conceive and
2、believe,the mind can achieve.”A burning desire is the starting point of all accomplishment.Just like a small fire cannot give much heat,a weak desire cannot produce great result.n 成功的动机来自于渴望实现目标的强烈欲望。拿成功的动机来自于渴望实现目标的强烈欲望。拿破仑曾写到:破仑曾写到:“成功的意念能够到达个人的构想与信成功的意念能够到达个人的构想与信念所能到达任何地方。念所能到达任何地方。”强烈的欲望是一切成功的起
3、强烈的欲望是一切成功的起点,正如小火苗不能释放很多热量一样,微小的愿望点,正如小火苗不能释放很多热量一样,微小的愿望也不能促成伟大的成就。也不能促成伟大的成就。初中教与学指导原则 听说读写 强化阅读阅读 学会应用 自主发展 language spoken written listening speaking reading writing receptive skills productive skills communication Language is by communication,for communication and of communication.初中阅读理解教学中的问题
4、-语篇中的生词障碍语篇中的生词障碍-语篇涉及异域文化信息语篇涉及异域文化信息-句子结构复杂句子结构复杂-阅读习惯不良阅读习惯不良-教师的翻译代替学生的理解教师的翻译代替学生的理解-测试题代替对语篇本身的理解测试题代替对语篇本身的理解-学生缺乏阅读技巧指导学生缺乏阅读技巧指导-学生阅读材料不足学生阅读材料不足Agree/disagree1.Reading has only one purpose:to get information.2.Reading is a silent activity.Reading aloud doesnt help understanding.3.Reading w
5、ith a purpose will be most effective.4.When we read,our eyes are constantly moving from letter to letter,word to word.5.Reading is an individual activity.6.We need to read and understand all the words in order to understand a text.7.We read everything at the same speed.8.When reading in a foreign la
6、nguage,we mentally translate everything in order to understand.9.It is helpful to use a dictionary to find the meaning of all the words.10.The lack of cutural knowledge may affect the rate of reading comprehension.Three Models of Reading and Reading TeachingnBottom-up model 自下而上模式nTop-down model 自上而
7、下模式nInteractive model 互动模式Bottom-up ProcessingnThe Meaning is in the Text 意义在文本nMeaning is extracted from the text 文本出意义nReader acts as a“decoder”读者解读nLinear process线性加工过程nLetters words phrases sentences paragraphs text 语言单位递增Bottom-up ProcessingnWhat problems do you see with this view?Top-down elem
8、entsnThe Meaning is in the Reader意义来自读者nWhat the reader brings to the text is more important than the text itself 读者中心nReader has an active role in the reading process读者积极参与nBackground knowledge and knowledge of the world are more important than the clues in the text.宏观背景知识重于文本线索Top-down elementsnWh
9、at problems do you see with this view?Schema TheorynThe readers knowledge or expectations influence that to which he or she pays attention,and ultimately,how the text is interpreted.q读者的知识影响其文本期望。nNew information can sometimes be assimilated into existing schemata.q文本新信息同化于已有图式qOther times,however,e
10、xisting schemata have to be altered to accommodate new information.q如果差异太大,则图式被修改。nThus,in successful reading,the schema and the information are compatible.q图式与新信息的兼容与否是阅读成功的关键。Interactive Approaches to Reading互动阅读互动阅读nSuccessful readers use both bottom-up and top-down at different times during the
11、reading process.q两种方式皆用nBoth the text and the reader interact in a meaning creation processq文本与读者互动于意义建构 阅读能力阅读能力 自动认字技能 (automatic recognition skills)词汇与语言结构知识 (vocabulary and structure knowledge)语篇结构知识 (formal discourse structure knowledge)社会文化背景知识 (content and background knowledge)分析综合与评价技能和策略 (s
12、ynthesis and evaluation skills and strategies)监控阅读的元认知知识与技能 (metacognitive knowledge and skills monitoring reading)撰写教学目标时要把握的ABCD法则(Mager)A-audiences:学生。如:Students will be able toB-Behaviour/Performance:对学生的行为、动作或是做事的结果的预设,这种行为或结果必须是 可以观察或者听到的。如:mark,repeat,fill in,drawC-Condition:在任何条件下学生做事或者展开活动,
13、如:After attending a lecture;given a case study;given a specific instrumentD-Degree:这个法则并非必须,如果存在的话,应从速度、精度或质量等方面阐明学生应掌握到什么程度。原教学目标:To let students know something about Singapore.修改后:After reading the passageCondition,most Degree studentsAudiences will be able to list in written formBehaviour places
14、of interests of New Zealand and优化学习的方式优化学习的方式 学习金字塔理论学习金字塔理论序号 学 习 方 式平均学习保持率 属 性 1Lecture 讲授法 5%个人学习或被动学习 2Reading 阅读 10%3Audio-visual 视听 20%4Demonstration 示范或展示 30%5Group work 小组讨论 50%团队学习或主动学习 6Practice by doing 做中学 75%7Teaching others 应用(教别人)90%优化教学模式 Being an efficient readerBeing an efficient
15、reader 做一个高效的阅读者做一个高效的阅读者Being a keen reader 做一个热切的读者做一个热切的读者话题导入话题导入Being a smart reader 做一个聪明的读者做一个聪明的读者阅读策略阅读策略Being a sharp reader 做一个敏锐的读者做一个敏锐的读者主要事实主要事实Being a critical reader 做一个有主见的读者做一个有主见的读者批判性阅读批判性阅读Being a cross-cultural reader 做一个跨文化的读者做一个跨文化的读者拓展延伸拓展延伸 阅读教学过程设计阅读教学过程设计PWP阅读教学模式:阅读教学模式
16、:Pre-reading 读前活动读前活动 While-reading 读中活动读中活动 Post-reading 读后活动读后活动(阅读教学的最佳结构是橄榄型,两头小中间大)(阅读教学的最佳结构是橄榄型,两头小中间大)预测预测 略读略读 跳读跳读 背景介绍背景介绍转换机制转换机制问答问答指代指代推理推理猜词猜词事实与观点事实与观点交流信息交流信息讨论共识讨论共识解决问题解决问题描写与辨认描写与辨认接龙故事接龙故事辩论辩论读后活动读后活动读中活动读中活动读前活动读前活动一、读前活动设计一、读前活动设计1.读前活动设计的目的读前活动设计的目的 -兴趣准备兴趣准备 -心理准备心理准备-背景知识准备背景知识准备-词语准备词语准备 (短小精彩,像凤头)(短小精彩,像凤头)导入内容与导入形式的选择依据导入内容与导入形式的选择依据-依据课程标准依据课程标准 综合语言运用能力综合语言运用能力的形成建立在语言知识、的形成建立在语言知识、语言技能、情感态度、学习策略和文化意识语言技能、情感态度、学习策略和文化意识等素养综合发展的基础上。等素养综合发展的基础上。-依据对教学内容的准确分析依据对教学内容的准
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