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高中阅读课教学体会及案例分析

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关注、积累、感悟

--高中阅读课教学体会及案例分析

上海市闵行三中 李峰 (200240)

Comprehension,英文解释为The act or fact of grasping the meaning, nature, or importance of(捕捉意义、属性或重要性的行为与事实);The sum of meanings and corresponding implications inherent in a term(意义与相应的内涵之综合);以及Capacity to include(涵盖的能力)。顾名思义,阅读训练的意义必须要从思维的角度定位,训练的方法必须要从综合性上做文章。概括起来,就是要引导学生体验由关注、积累到感悟这样一个学习过程。

学生在英语阅读中存在的普遍问题

一般来说,学生阅读能力的欠缺可以归因为以下方面:

学生方面 --缺乏兴趣,注意力不集中; --不能正确灵活地识别词汇; --缺乏必要的策略; --不能积极主动寻找线索获取信息; --缺乏相关背景知识。 教师方面 --缺乏长期持久的训练方法; --给与学生太多的帮助,如逐句讲解翻译。 --在阅读教学设计中不能充分考虑学生内在的认知过程和其他心理因素,比如阅读动机的发掘、注意力的培养、留给学生反思回忆时间的重要性, --不善于挖掘文章内容、精心设计充分的活动和问题,以科学监控学生的阅读过程。 英语阅读课设计可遵循的基本原则

1. 通过阅读学生所发展的不单单是文字识别的能力,而是一种有别于本族文化的思维、感

悟甚至于行为的方式(language ego)[1]。因此在阅读中教师应当给学生更多综合性的、启发式的指导,而不是逐字逐句的翻译。

2. 有意义的学习带给学生的是更加持久的记忆和更多的回味,反过来又促进学生更多更主

动的有效阅读(Language experience approach)[2]因此我们该做的是把更多阅读时间留给学生,自己的任务则是设计并挖掘文章中的线索和提示,帮助学生完成阅读任务。 3. 阅读任务设计的原则。对一篇文章的理解达到什么样的程度?这个问题是没有答案的。

因为它取决于教师利用材料,期望达到什么样的教学要求。但总体上可以用下图来说明:

图例说明: Discourse General ideas 基本上教师对于材料的处理可以

understanding understanding 从图中的四个方面着手。在训练的不同 Text 阶段、根据不同的目的需求,侧重于某 文本 一方面。但同时需要指出:文章大意的 理解、事实与篇章结构的辨认、词汇句Vocabulary and Facts & 型及深层内涵分析,彼此是互相影响sentences organization (Text) 的。

据此我们应对“阅读理解能力”做综合的认识(comprehensive—comprehension),即:

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提高理解能力不能仅靠某一方面的孤立操练;阅读微技能—如猜词、概括、查找等等—都是在特定的语境中彼此交互作用的。因此我认为没有必要纠缠于“自上而下”“自下而上”的争论。无论从那一块切入,都可能产生良好的效果。重要的是教师在阅读教学上要有一个长远的科学规划—一个类似于syllabus(课程计划)的东西。

解决问题的具体策略及教案设计实例

以下是我设计的一份教案,拟以说明教师怎样利用任务来导引学生“体验”阅读和监控课堂活动。本课的目的和要求如下:

活动类型:说与读;任务类型:寻找事实(facts)并概括不同的观点;微技能目标:要求学生推测熟悉的词语在本文的特定含义。教学过程设计分为讨论引入、拼图式阅读、浏览大意、精读段落、细节分析、深入讨论。

读与说的结合不仅仅是为了课堂的“热闹”,而是让学生利用说来自我反馈:“我真的看懂了吗?”。概括观点任务的设计,是为了从篇章和段落入手,探究个别词语的真正含义,比如handle, sizable等在文中的延伸意义。

1.分组讨论

What are the positive and negative results if there are no schools?

在学生没有看到文章之前,讨论“没有学校的正面和负面影响”这样一个话题,目的是通过收集同伴的观点,建立认知图式,以便在阅读时和作者的观点进行对比。不同的东西对读者产生更大的吸引力,相同的东西则让读者有一种“猜到了”的成就感。

2.阅读过程

任务组一:阅读文章大意和基本事实(Reading for general idea and facts.)

1) 小组活动:拼图式阅读(将每个自然段打印成纸条分给各个组员,要求对段落排序,目

的是了解文章篇章结构。鼓励学生通过口头概括段意交流,如有困难就必须快速浏览所有的纸条。)(Jigsaw reading: Put the paragraphs in correct order.)

2) 从下面选出两个可以做文章标题的选项。我特别设计了两个选择,一个具体一个形象,

希望以此兼顾不同思维风格。(Which two of the following can be used as the title for this passage?)

A. Different reasons for choosing home schooling; B. Home schooling is on the rise

C. More students are choosing home schooling D. Advantage and disadvantage of home schooling E. Home schooling: the best choice for students

以下两个问题,旨在训练学生关注文章细节和概括论点的能力。统计图的题干形式是为了体现形象思维与抽象思维的互动;填空式题目旨在学生阅读中囫囵吞枣不求甚解的习惯,同时训练学生用自己的话概括文章中涉及的不同观点。同时,图表可以帮助那些阅读基础较差的学生更快地找到所需信息。

3) Fill in the blanks in the diagram with the percentage of parents who expressed their different

reasons for home schooling.(找出文章中相关数据填入图中。)

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PROPORTION_%__%__%__%ABCDA: worry about the atmosphere of schools; B: thought that children should be allowed to learn what they really need; C: complain that regular school education is less than practical; D: not mentioned in the news.

4) Complete the table in your own words. (用自己的话概括文章论点论据。)

(The answer to the first has been given as an example.) Questions 1. Parents without formal training are unable to teach as well as teachers. raised by Ted 2. Feinberg: 3. One of the parents has to give up his or her job to teach children, which means single income. 4. 在这样的设计中,学生被预期通过快读(scanning)和跳读(skimming)在文章中查找词语信息(比如短语和单词),增强对文章内容信息的熟悉程度。所谓要点可以根据教师的训练意图灵活设定。在此过程中,教师有必要留给学生充分的时间,不必使用“思考”“想”这样的指令,因为在上述任务的指引下,学生的读实际上就是在下意识地重组信息。

任务组二:阅读中的词汇习得。(Reading for details and vocabulary acquisition .) A. 将文章中划线词语与其可能的含义连线。(Match the following words,which are underlined

in the text, with their possible meaning. ) B. 在文章中找出合适的词语,补全下列句子。(Complete sentences with the words and phrases

found in the text. )例如:

1) The ________ is necessary when we work out a plan. Anyway, anything is likely to happen

unexpectedly. (Para. 3)

阅读理解的目的之一是训练学生识别特定语境中词语的意义。本文中出现的词语,如sizeable, handle, concern等,均不属于生词,而是延伸意义,因此我将词汇学习置于第二个任务组。以期学生在整体理解的基础上正确判断其意义。

任务组三:阅读、思考与讨论。Further reading and thinking (Group discussion)

(1) 从以下方面比较在家学习与常规的学校教学,交流各自看法(Compare home and

regular schooling, and tell your own opinions on such aspects)。

-- How to get instruction when you are in trouble (如何解决疑难问题); -- How to develop communication with people (如何提高人际交往能力); -- How to deal with personal weaknesses, e.g. laziness(如何战胜惰性);等等

(2) 汇总组内观点加以概括,做简单陈述。(Report your result to class.)

这组任务的采用,取决于材料难度和教师教学意图。比如我上面列举的几个讨论点目的是帮助学生更多地思考作者没有直接说出来的想法(implication)。

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教学后记与反思:

经过一段时间的训练,在学生的作文用词造句、单项选择题的审题能力方面,可以看到很明显的提高。比如阅读练习中勾勾划划的同学多了,指着其中一个句子和老师辩论的多了,阅读中不经意遇到的搭配开始出现在作文中……, 我将之称为“种豆得瓜”。阅读训练效果,不能仅仅通过阅读速度和选择正确率来检验的。因为阅读的根本在于构建学生对英语思维模式的认同。唯有如此,才能达到我们的目的,即:以科学阅读习惯的培养促进学习能力的提高,实现真正意义上的体验式学习。

附:阅读原文

Home schooling is on the rise (1) For more and more students in United States, home schooling becomes the major choice to receive education. In fact, there are a sizable number of home school graduates who proved to be good, high-quality citizens.

(2) Almost 1.1 million students in US were home-schooled last year, a 29 percent increase since the last government survey in 1999. The growth comes as more parents, frustrated with traditional schools and limits on curriculum(课程)*, say they would rather handle lessons themselves. (3) Parents offered two main reasons for choosing home schooling: 31 percent cited(引证)* concerns about the environment of regular schools, such as drugs, lack of safety and negative peer pressure; 30 percent wanted the flexibility to teach religious or moral lessons. Sixteen percent said they were dissatisfied with academic instruction at other schools.

(4) However, home schooling still presents several questions that must be considered, said Ted Feinberg, assistant executive director of the National Association of School Psychologists. (5) Among them: Do parents with no formal training as teachers know how to handle a variety of subjects or to tailor instruction for children of different ages? Do students get the same materials they would have at schools, from books to science labs? Are families with two working parents prepared to live off a single income so that one parent can teach at home?

(6) Also, Feinberg said, parents must consider whether their children will emerge from home schooling with limited exposure to other children and various cultures. More federal research is needed to help resolve such questions about home schooling, he said.

(7) \"At some point, children are going to have to interact with the rest of the world,\" he said. \"If they haven't had the opportunity to build their emotional muscles so they have that capacity to interact, how effective are they going to be outside their cloistered(封闭的)* environment?\" Notes:

Curriculum: All the courses of study offered by an educational institution. Cite: To mention or bring forward as support, illustration, or proof:

Cloistered: the state of shutting away from the world in or as if in a cloister

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