论文部分内容阅读
摘 要：本文指出了当前小学英语阅读教学中存在的一些问题:1.重视对知识的传授，轻视对阅读理解能力的培养；2.重视对教材中课文的处理，轻视对学生阅读视野的拓展；3.重视对表演形式的追求，轻视对实际效果的形成目标。结合课例分析了问题形成的原因，并提出了相应的教学建议。
关键词：阅读教学；阅读能力
阅读教学最重要的是培养学生阅读的乐趣以及阅读的技能，让学生养成独立阅读获取信息的能力。我们对于小学英语阅读教学的探索刚刚起步。在小学阶段的英语阅读教学，让学生掌握基本的阅读技巧，养成良好的学习习惯，为将来的学习打下坚实的基础是我们的目的。教师在教学中应该注意传授学生有效的阅读方法，灵活把握阅读材料，从听、说、读、写各个方面提高学生的英语水平。
当前小学英语阅读教课比较低效,问题也会曾出不穷。下面我将就下列三个问题谈一谈自己的看法：
一、重视对知识的传授，轻视对阅读理解能力的培养：
有些教师把一段较长的语篇当成句型课来上，学生在教师创设的一个又一个琐碎的小情景中学习文章中的词汇，但是教师对于文章的处理像蜻蜓点水一样，在学生没有充分理解文章的情况下进行各种活动，文章的整体性被破坏了。这样的课，更像词汇、句型课。
[案例1]
PEP教材Book5 Unit4 What can you do? B. Read and write
Pre-reading:
1.Warn-up: Let’s chant: Book 5 Page 44
2.Preview:
(1)Presentation the Robot
T: Great! They are so helpful. I have a new friend. He is helpful, too. Look! He is a robot.
T: Say “hello” to him ,please.
(2)T: What’s he like?
T lets the class describe the robot: What’s he like?
T: Oh, he is so lovely.
T acts like a robot and asks the class: What can you do?
T answers the last student: I can wash the clothes and do the dishes. What can you do? T asks two pairs to show it.
3.Presentation& Practice:
(1)Presentation the sentence Can you…?
T speaks to the last student: Can you play football? Can you play the computer games? Can you play ping-pong? Can you play chess?
T shows the card “play chess” and teaches the new words.
(2)Presentation Yes, I can. / No, I can’t.
(3)T: Let’s play a game.
T shows an example: T lets a S choose a card from her hands and asks S: Can you…? S answers.
T: Ask and answer in your groups. T lets the class show it.
(3)T: Great! You are a wonderful team. Robot has a wonderful family. They can do a lot of things, too. They are helpful. Let’s have a look. (T shows the Robot Family.) What can they do?
T shows a picture of Father Robot. He is playing chess and playing the erhu. What can he do? He can play chess and play the erhu.
Shows a baby. The baby is crying. Who can look after her? Mother Robot can. She can look after the baby. But she can’t play chess and play the erhu.
Teach “look after”. Repeat it for 3 times.
Shows a beautiful song. Sister Robot can sing. Shows a dancer. She can dance, too. She can sing and dance. Shows a robot. She can use a computer. Teaching “use a computer”
But she can’t play chess, play the erhu and look after the baby.
教师在Pre-reading教学环节最容易犯的错误就是：恨不得把所有在阅读材料中出现的词汇、句型等都在这个环节掰开、揉碎、灌输给学生，恐怕学生在接下来的While-reading环节读不明白。教师往往低估了学生的阅读能力。更为重要的是：久而久之，倘若学生每次阅读课都“享受这么优厚的待遇”，他们独立思考问题、揣测等所有的阅读教学的附属能力将会逐渐失去，只能依赖教师的“点播”，吃着“咀嚼剩下的食物”，那么后果不堪设想。如何培养学生的阅读能力？这将留给我们深深的思考。
二、重视对教材中课文的处理，轻视对学生阅读视野的拓展：
进行阅读教学时，通常是学生阅读活动狭窄，教学阅读教学始终围绕教材中的课文转个不停，就文章而学文章，没有适当的拓展，限制了学生的阅读视野。
有一篇成功的案例与大家分享：
[案例2]
第三界全国小学英语评优课：Let’s go to the park!
在真实的情景中呈现
T: This is the first time for me to come to Baoying. After class where shall I go?
S: Let’s go to the hospital.
T: Is that a good place?
S: Let’s go to the supermarket/park.
T: How do we go there?
S: Shall we go there by bus/motorcycle?
T(板书) Let’s go ….How do we go there? Shall we go …by…?
（明确学习目标，集中学生注意力，定向参与。）
T: This is my friend. Who’s he ?He’s David . He doesn’t come with me . Because he is very busy. Look ,what’s he going to do ?(出示幻灯片)
Time ActivityPlace
1 7:00am. 体检 ?
2 9:00am.去火车站接朋友 ?
3 11:00am. 购物?
4 3:00pm. 借书 ?
5 7:30pm.看童话剧?
T: Where does David go at 7:00 am./11:00/3:00…?
S: He goes to the hospital/ station/supermarket….
T: Read after me, ‘hospital/ station/supermarket…’.
T: Please see the movie about David. Then answer my questions.
(放映课文的动画录像)
T: Where will they go?S: They’ll go to the theatre.
T: How do they go ?S: By taxi.
T: Now ,please read after the tape .
T: Please practise in pairs.
….
T: I know there are No.2 Bus,No.5 Bus and No.18 Bus in Baoying. But I don’t know where they go? Let me guess now.
T: ( No.2)Is this bus for the park?
S: Yes, it is.
T: ( No.5) Is this bus for the hospital?
S: No, it isn’t.
T: Now read after me ‘Is this bus for …?’.(板书)
学生的学习过程同时也应是亲自实践的过程，缺少学生主体参与实践的学习活动，不利于学生知识技能的提高。沈老师设计的开放性活动，让学生在活动中学习，使学生加深了对知识的理解。老师没有单单围绕课文进行展开，进行了许多的拓展性的活动，开阔了学生的视野，是值得大家学习的。
三、重视对表演形式的追求，轻视对实际效果的形成目标：
教师盲目照搬一些教学活动，力求教学场面热闹，达不到实际的效果。比如，预设“语言综合运用能力目标”达不到。
在阅读教学的Post-reading环节，都要有一个对语言综合运用能力的展示。有的教师盲目追求所谓的“语言综合性运用能力”，追求课堂热闹的氛围，将这个能力的要求降低，本来是要求学生展示一段完整的语篇，结果却成了简单的短文填空。
[案例3]
一位教师教学PEP版本六年级上Unit 4 B Let’s read My New Friend这篇文章，在语言综合运用能力的环节要求学生写一篇题目为My friend的小文章，教师给予学生的文章内容如下：
__________ is my friend. ________(He/She) _________ (live) in Jinan. ______ (His/ Her) father ______ (go) to work __________. _____ (His/ Her) mother ______ (go) to work ____________.
My friend _______ (go) to school ______every morning. _______(He /She)_________and ____________every evening. _______(He/ She)usually ______________________ on the weekends.
We are good friends.
进行语言综合运用能力的培养是非常必要的，但是授课教师为学生提供的文章过于完整，而且提供了叙述文章所需的大多数的句子，学生只需要在空格处填上相应的单词即可完成任务。这样的活动不利于学生语言综合运用能力的提高，也不利于培养学生的想象力与发散思维，原本的任务活动就变成了一项单词填空练习了。
教师在给学生提供完成任务的信息时应考虑呈现的方式、文字的数量。针对这个案例，如果教师可以只向学生呈现几个关键词，如：
How(How to go to work), What(What things to do).学生根据教师的提示自己进行完整语篇的编写，可以更好得实现语言综合运用能力的目标。
总之，小学英语阅读教学任重而道远，需要我们不断努力、不断探索，我们要合理使用教材，培养学生的阅读能力；还要开发课程资源，多开展学生的阅读活动。在进行阅读教学设计的时候，多思考、多反思，以人为本，密切关注学生的发展，使其不断进步，我们的小学英语阅读教学课也会同样进步的。
关键词：阅读教学；阅读能力
阅读教学最重要的是培养学生阅读的乐趣以及阅读的技能，让学生养成独立阅读获取信息的能力。我们对于小学英语阅读教学的探索刚刚起步。在小学阶段的英语阅读教学，让学生掌握基本的阅读技巧，养成良好的学习习惯，为将来的学习打下坚实的基础是我们的目的。教师在教学中应该注意传授学生有效的阅读方法，灵活把握阅读材料，从听、说、读、写各个方面提高学生的英语水平。
当前小学英语阅读教课比较低效,问题也会曾出不穷。下面我将就下列三个问题谈一谈自己的看法：
一、重视对知识的传授，轻视对阅读理解能力的培养：
有些教师把一段较长的语篇当成句型课来上，学生在教师创设的一个又一个琐碎的小情景中学习文章中的词汇，但是教师对于文章的处理像蜻蜓点水一样，在学生没有充分理解文章的情况下进行各种活动，文章的整体性被破坏了。这样的课，更像词汇、句型课。
[案例1]
PEP教材Book5 Unit4 What can you do? B. Read and write
Pre-reading:
1.Warn-up: Let’s chant: Book 5 Page 44
2.Preview:
(1)Presentation the Robot
T: Great! They are so helpful. I have a new friend. He is helpful, too. Look! He is a robot.
T: Say “hello” to him ,please.
(2)T: What’s he like?
T lets the class describe the robot: What’s he like?
T: Oh, he is so lovely.
T acts like a robot and asks the class: What can you do?
T answers the last student: I can wash the clothes and do the dishes. What can you do? T asks two pairs to show it.
3.Presentation& Practice:
(1)Presentation the sentence Can you…?
T speaks to the last student: Can you play football? Can you play the computer games? Can you play ping-pong? Can you play chess?
T shows the card “play chess” and teaches the new words.
(2)Presentation Yes, I can. / No, I can’t.
(3)T: Let’s play a game.
T shows an example: T lets a S choose a card from her hands and asks S: Can you…? S answers.
T: Ask and answer in your groups. T lets the class show it.
(3)T: Great! You are a wonderful team. Robot has a wonderful family. They can do a lot of things, too. They are helpful. Let’s have a look. (T shows the Robot Family.) What can they do?
T shows a picture of Father Robot. He is playing chess and playing the erhu. What can he do? He can play chess and play the erhu.
Shows a baby. The baby is crying. Who can look after her? Mother Robot can. She can look after the baby. But she can’t play chess and play the erhu.
Teach “look after”. Repeat it for 3 times.
Shows a beautiful song. Sister Robot can sing. Shows a dancer. She can dance, too. She can sing and dance. Shows a robot. She can use a computer. Teaching “use a computer”
But she can’t play chess, play the erhu and look after the baby.
教师在Pre-reading教学环节最容易犯的错误就是：恨不得把所有在阅读材料中出现的词汇、句型等都在这个环节掰开、揉碎、灌输给学生，恐怕学生在接下来的While-reading环节读不明白。教师往往低估了学生的阅读能力。更为重要的是：久而久之，倘若学生每次阅读课都“享受这么优厚的待遇”，他们独立思考问题、揣测等所有的阅读教学的附属能力将会逐渐失去，只能依赖教师的“点播”，吃着“咀嚼剩下的食物”，那么后果不堪设想。如何培养学生的阅读能力？这将留给我们深深的思考。
二、重视对教材中课文的处理，轻视对学生阅读视野的拓展：
进行阅读教学时，通常是学生阅读活动狭窄，教学阅读教学始终围绕教材中的课文转个不停，就文章而学文章，没有适当的拓展，限制了学生的阅读视野。
有一篇成功的案例与大家分享：
[案例2]
第三界全国小学英语评优课：Let’s go to the park!
在真实的情景中呈现
T: This is the first time for me to come to Baoying. After class where shall I go?
S: Let’s go to the hospital.
T: Is that a good place?
S: Let’s go to the supermarket/park.
T: How do we go there?
S: Shall we go there by bus/motorcycle?
T(板书) Let’s go ….How do we go there? Shall we go …by…?
（明确学习目标，集中学生注意力，定向参与。）
T: This is my friend. Who’s he ?He’s David . He doesn’t come with me . Because he is very busy. Look ,what’s he going to do ?(出示幻灯片)
Time ActivityPlace
1 7:00am. 体检 ?
2 9:00am.去火车站接朋友 ?
3 11:00am. 购物?
4 3:00pm. 借书 ?
5 7:30pm.看童话剧?
T: Where does David go at 7:00 am./11:00/3:00…?
S: He goes to the hospital/ station/supermarket….
T: Read after me, ‘hospital/ station/supermarket…’.
T: Please see the movie about David. Then answer my questions.
(放映课文的动画录像)
T: Where will they go?S: They’ll go to the theatre.
T: How do they go ?S: By taxi.
T: Now ,please read after the tape .
T: Please practise in pairs.
….
T: I know there are No.2 Bus,No.5 Bus and No.18 Bus in Baoying. But I don’t know where they go? Let me guess now.
T: ( No.2)Is this bus for the park?
S: Yes, it is.
T: ( No.5) Is this bus for the hospital?
S: No, it isn’t.
T: Now read after me ‘Is this bus for …?’.(板书)
学生的学习过程同时也应是亲自实践的过程，缺少学生主体参与实践的学习活动，不利于学生知识技能的提高。沈老师设计的开放性活动，让学生在活动中学习，使学生加深了对知识的理解。老师没有单单围绕课文进行展开，进行了许多的拓展性的活动，开阔了学生的视野，是值得大家学习的。
三、重视对表演形式的追求，轻视对实际效果的形成目标：
教师盲目照搬一些教学活动，力求教学场面热闹，达不到实际的效果。比如，预设“语言综合运用能力目标”达不到。
在阅读教学的Post-reading环节，都要有一个对语言综合运用能力的展示。有的教师盲目追求所谓的“语言综合性运用能力”，追求课堂热闹的氛围，将这个能力的要求降低，本来是要求学生展示一段完整的语篇，结果却成了简单的短文填空。
[案例3]
一位教师教学PEP版本六年级上Unit 4 B Let’s read My New Friend这篇文章，在语言综合运用能力的环节要求学生写一篇题目为My friend的小文章，教师给予学生的文章内容如下：
__________ is my friend. ________(He/She) _________ (live) in Jinan. ______ (His/ Her) father ______ (go) to work __________. _____ (His/ Her) mother ______ (go) to work ____________.
My friend _______ (go) to school ______every morning. _______(He /She)_________and ____________every evening. _______(He/ She)usually ______________________ on the weekends.
We are good friends.
进行语言综合运用能力的培养是非常必要的，但是授课教师为学生提供的文章过于完整，而且提供了叙述文章所需的大多数的句子，学生只需要在空格处填上相应的单词即可完成任务。这样的活动不利于学生语言综合运用能力的提高，也不利于培养学生的想象力与发散思维，原本的任务活动就变成了一项单词填空练习了。
教师在给学生提供完成任务的信息时应考虑呈现的方式、文字的数量。针对这个案例，如果教师可以只向学生呈现几个关键词，如：
How(How to go to work), What(What things to do).学生根据教师的提示自己进行完整语篇的编写，可以更好得实现语言综合运用能力的目标。
总之，小学英语阅读教学任重而道远，需要我们不断努力、不断探索，我们要合理使用教材，培养学生的阅读能力；还要开发课程资源，多开展学生的阅读活动。在进行阅读教学设计的时候，多思考、多反思，以人为本，密切关注学生的发展，使其不断进步，我们的小学英语阅读教学课也会同样进步的。