论文部分内容阅读
近年来中考英语阅读类的分值占60分，包括语法选择、完型填空、阅读理解等题型，几乎占总分的50%。不少学生在阅读类题型中失分较多，英语不合格的考生近60%都是因为阅读部分不过关。针对此情况，我们开展了“初中英语阅读讲评课的有效性”课题研究，从课堂上提高阅读题讲评的有效性入手，争取大面积提高学生的阅读理解能力。
一、理论依据
有效讲评阅读理解是指通过讲评，促使学生巩固和加深所学的语言及背景知识，培养阅读的策略和技巧；挖掘文本中的人文内涵，拓展学生的文化视野，激活积极情感，激发阅读兴趣，进一步提高语篇理解和欣赏能力，以达到开阔视野、发展思维和灵活运用知识的目的。
阅读讲评往往以获取信息和学习语言知识为目的，学生不仅要明白文章的大意，还要了解文章的表达方式。因而教师要指导学生根据不同的文体、阅读目的采用相应的阅读方法、速度和策略进行阅读。
二、提高阅读理解讲评有效性的对策
1. 教授学生解决问题的思路和技能
从语言知识入手，阅读文章还需要掌握一定的语言知识（词汇、语法和固定搭配等）。许多学生的语言基础知识并不扎实，词汇和语法知识积累不足，尤其没有理解和掌握一些常见词汇、句型和句式结构的惯用法，所以碰到阅读文本中的一些长句，无法辨明其结构是什么，导致无法理解其正确的含义，这些问题严重影响他们的理解和判断。在分析解题方法时，教师可引导学生从语言知识着手，和学生一起分析常用词汇、句型等用法，如形容词、副词比较级、最高级用法，动词时态、语态用法，简单句和复合句的用法等，以此来帮助他们进行解答。如下完形填空。
When Jim was 12，his parents died. He was alone and it was difficult for him to get on well with others. People always laughed1him. He thought no one was kind to him.
His only friend was a dog called Nicky. He gave his dog enough 2 and drink，but sometimes he was not friendly to it. He didn’t know that3something unfriendly sometimes could cut one’s heart like a knife.
One day he walked down the street 4saw a young lady in front of him. Suddenly one of her bags dropped from her arm. As she stopped to pick it up，she dropped5bags. He came to help her. “Thank you，dear！ You are a nice little boy！” She said kindly，smiling.
A special feeling came to him. It was the first time that he had heard such kind words. He watched6lady until she went far away，and then he went to the river nearby with his dog. “Thank you，dear！ You are a nice boy！” He7what the woman said. Then in a low voice he said to his dog，“You are a nice little dog.” Nicky raised its ears as if it understood. “Hmm！ Even a dog likes it！” he said. “Well，Nicky，I won’t say anything unfriendly to you anymore.” Nicky waved its tail happily. The boy thought and thought. Finally he looked at8in the water of the river. He saw a dirty boy. He washed his face carefully. Again he looked. He saw a clean nice boy this time.9happy and excited he was！ From then on，Jim started a new life. He was10than before.
1.A.of B.at C.with D.for
2.A.eat B.eating C.eats D.to eat
3.A.say B.saying C.said D.says
4.A.but B.or C.and D.so
5.A.another B.other C.others D.the others
6.A.a B.an C.the D./
7.A.repeat B.repeats C.repeatingD.repeated
8.A.he B.his C.him D.himself
9.A.How B.What C.Why D.Who
10.A.happy B.happier C.happily D.more happily 教师应引导学生注意，1. 选B，laugh at是固定搭配。2. 选D，enough to do sth. 3. 选B，动名词做主语。4. 选C，并列关系的两个动词。5. 因后面是名词bag，所以要选B，形容词other. 6. 特指的人用定冠词，选C. 7. 是用过去式，选D. 8. 是look at himself的搭配，选D. 9. 是感叹句，后接形容词，所以用How，选A.10. 是比较级，因为有than的出现，选B.
2. 提高语篇意识
外语的理解能力依赖于学习者的语篇理解能力，而不是理解单个句子的能力。教师要教会学生通过分析文章的组织结构，句子之间、段落之间的衔接及关联，进一步理解词汇、句子、段落的作用，从而把握文章的主题，更深层次理解文章。
1. If a person leans his head and smiles，it may mean he is being ______.
A.sad B.angry C.nervous D.funny
2. What will a person do if he is feeling comfortable？
A.Lower the head. B.Cross the legs when sitting.
C.Brush the hair back. D.Push glasses up onto the nose.
3. What is the meaning of the underlined word “distance” in the passage？
A.Space. B.Coutage. C.Silence. D.Advice.
4. When a person keeps his feet close together all the time，he may be ______.
A.bored B.cheerful C.helpful D.careful
5. Which of the following can NOT show a person’s disagreement？
A.Crossing his arms. B.Leaning his head.
C.Using his fingers to brush his hair back.
D.Pushing his glasses up onto his nose with a little frown.
可通过讲评引导学生抓住关键词，从上下文的阅读中找到答案。1. 在表格中第一行“If a person smiles when leaning his head，he is being funny.”推出答案D. 2. 从表中第三行“If a person is sitting and crossing his legs，he is quite relaxed.”选出B. 3. 从表中第二行“If a person keeps his head down，he may be shy，keeping distance from the other person or thinking to himself. If it is after an explanation（解释），then he may be unsure if what he said was correct.”得出A. 4. 从表中4-5行“If while standing，a person seems to always keep his feet very close together，it probably means he is trying to be right in some way.”选出D. 5. 用排除法，从表中倒数的1-3行中得出A、C、D的答案，不是的那个就是B.
3. 想方设法引导学生积极参与课堂讲评
投票决定讲评法。教师可以在试卷讲评前发一张错题统计表给学生，让学生写下自己阅读部分错的题目和选项。老师收到错题统计表后进行统计，对于错误率很高的又是重点内容的，老师要在课堂上着重精讲细讲。对于个别错误，也可以采取个别指导的方法。就不必在课堂上进行大规模的讲评。如我让学生把自己错的或不懂的题目统计表贴在自己的试卷上，在订正后，给老师批阅时再对他们进行单独讲评。
自我纠正讲评法。教师批阅完试卷后发回给学生，让学生进行前期的自主学习，自己先思考错误，为什么错，正确答案可能是什么。教师可以在批阅试卷时给学生圈画出一些解题的关键，或者错误所在，如名词的单复数，句子的时间状语，形容词和副词的比较级、最高级等等。这样给学生一定的提示，就避免了学生因害怕困难而畏缩的思想。
学生老师讲评法。初二、初三的学生已经掌握了一定解题方法，具备了一定的讲评能力，所以教师可以尝试让学生自己讲评阅读部分。在讲评前把任务提前布置给某些学生，让他们准备上课讲评。学生会讲的、讲得很好的要给予及时的鼓励和表扬。对于讲解不充分的，教师可以请其他同学进行补充讲解。对于学生不会讲的内容，教师可以协助讲评，给学生一些提示，再让他们讲下去。
4. 精心设计变式拓展训练
阅读讲评课后教师要善于对阅读材料进行合理的开发、整合，利用现有材料重新设计相关题目，让学生重新处理信息，提升阅读能力。同时教师要对自己的教学方法和教学内容进行反思，特别是对学生易错的、掌握还不是很熟练的知识点，要反思自己是否讲漏，是否讲透，要根据讲评的重难点以及学生答题的易错点再变换角度设问、设疑或设题，设定一定分量的练习让学生在课堂上做，或有意识地放在平时的讲练中，或有计划地安排在下一次考试中，以便起到巩固与强化的作用。
三、结束语
大量国内外的实验表明，只有课内外阅读材料相结合，学生的阅读能力才能达到质的飞跃，既能有利于提高学生的语言水平，又能丰富学生的背景知识，有助于语感和策略的培养，两者互为补充，最终促进阅读能力的提升。在堂上阅读讲评后，再让学生随堂或课后阅读语言难度、话题和体裁相近的文章，加深学生的理解，巩固课堂所学的知识和技能。
责任编辑魏文琦
一、理论依据
有效讲评阅读理解是指通过讲评，促使学生巩固和加深所学的语言及背景知识，培养阅读的策略和技巧；挖掘文本中的人文内涵，拓展学生的文化视野，激活积极情感，激发阅读兴趣，进一步提高语篇理解和欣赏能力，以达到开阔视野、发展思维和灵活运用知识的目的。
阅读讲评往往以获取信息和学习语言知识为目的，学生不仅要明白文章的大意，还要了解文章的表达方式。因而教师要指导学生根据不同的文体、阅读目的采用相应的阅读方法、速度和策略进行阅读。
二、提高阅读理解讲评有效性的对策
1. 教授学生解决问题的思路和技能
从语言知识入手，阅读文章还需要掌握一定的语言知识（词汇、语法和固定搭配等）。许多学生的语言基础知识并不扎实，词汇和语法知识积累不足，尤其没有理解和掌握一些常见词汇、句型和句式结构的惯用法，所以碰到阅读文本中的一些长句，无法辨明其结构是什么，导致无法理解其正确的含义，这些问题严重影响他们的理解和判断。在分析解题方法时，教师可引导学生从语言知识着手，和学生一起分析常用词汇、句型等用法，如形容词、副词比较级、最高级用法，动词时态、语态用法，简单句和复合句的用法等，以此来帮助他们进行解答。如下完形填空。
When Jim was 12，his parents died. He was alone and it was difficult for him to get on well with others. People always laughed1him. He thought no one was kind to him.
His only friend was a dog called Nicky. He gave his dog enough 2 and drink，but sometimes he was not friendly to it. He didn’t know that3something unfriendly sometimes could cut one’s heart like a knife.
One day he walked down the street 4saw a young lady in front of him. Suddenly one of her bags dropped from her arm. As she stopped to pick it up，she dropped5bags. He came to help her. “Thank you，dear！ You are a nice little boy！” She said kindly，smiling.
A special feeling came to him. It was the first time that he had heard such kind words. He watched6lady until she went far away，and then he went to the river nearby with his dog. “Thank you，dear！ You are a nice boy！” He7what the woman said. Then in a low voice he said to his dog，“You are a nice little dog.” Nicky raised its ears as if it understood. “Hmm！ Even a dog likes it！” he said. “Well，Nicky，I won’t say anything unfriendly to you anymore.” Nicky waved its tail happily. The boy thought and thought. Finally he looked at8in the water of the river. He saw a dirty boy. He washed his face carefully. Again he looked. He saw a clean nice boy this time.9happy and excited he was！ From then on，Jim started a new life. He was10than before.
1.A.of B.at C.with D.for
2.A.eat B.eating C.eats D.to eat
3.A.say B.saying C.said D.says
4.A.but B.or C.and D.so
5.A.another B.other C.others D.the others
6.A.a B.an C.the D./
7.A.repeat B.repeats C.repeatingD.repeated
8.A.he B.his C.him D.himself
9.A.How B.What C.Why D.Who
10.A.happy B.happier C.happily D.more happily 教师应引导学生注意，1. 选B，laugh at是固定搭配。2. 选D，enough to do sth. 3. 选B，动名词做主语。4. 选C，并列关系的两个动词。5. 因后面是名词bag，所以要选B，形容词other. 6. 特指的人用定冠词，选C. 7. 是用过去式，选D. 8. 是look at himself的搭配，选D. 9. 是感叹句，后接形容词，所以用How，选A.10. 是比较级，因为有than的出现，选B.
2. 提高语篇意识
外语的理解能力依赖于学习者的语篇理解能力，而不是理解单个句子的能力。教师要教会学生通过分析文章的组织结构，句子之间、段落之间的衔接及关联，进一步理解词汇、句子、段落的作用，从而把握文章的主题，更深层次理解文章。
1. If a person leans his head and smiles，it may mean he is being ______.
A.sad B.angry C.nervous D.funny
2. What will a person do if he is feeling comfortable？
A.Lower the head. B.Cross the legs when sitting.
C.Brush the hair back. D.Push glasses up onto the nose.
3. What is the meaning of the underlined word “distance” in the passage？
A.Space. B.Coutage. C.Silence. D.Advice.
4. When a person keeps his feet close together all the time，he may be ______.
A.bored B.cheerful C.helpful D.careful
5. Which of the following can NOT show a person’s disagreement？
A.Crossing his arms. B.Leaning his head.
C.Using his fingers to brush his hair back.
D.Pushing his glasses up onto his nose with a little frown.
可通过讲评引导学生抓住关键词，从上下文的阅读中找到答案。1. 在表格中第一行“If a person smiles when leaning his head，he is being funny.”推出答案D. 2. 从表中第三行“If a person is sitting and crossing his legs，he is quite relaxed.”选出B. 3. 从表中第二行“If a person keeps his head down，he may be shy，keeping distance from the other person or thinking to himself. If it is after an explanation（解释），then he may be unsure if what he said was correct.”得出A. 4. 从表中4-5行“If while standing，a person seems to always keep his feet very close together，it probably means he is trying to be right in some way.”选出D. 5. 用排除法，从表中倒数的1-3行中得出A、C、D的答案，不是的那个就是B.
3. 想方设法引导学生积极参与课堂讲评
投票决定讲评法。教师可以在试卷讲评前发一张错题统计表给学生，让学生写下自己阅读部分错的题目和选项。老师收到错题统计表后进行统计，对于错误率很高的又是重点内容的，老师要在课堂上着重精讲细讲。对于个别错误，也可以采取个别指导的方法。就不必在课堂上进行大规模的讲评。如我让学生把自己错的或不懂的题目统计表贴在自己的试卷上，在订正后，给老师批阅时再对他们进行单独讲评。
自我纠正讲评法。教师批阅完试卷后发回给学生，让学生进行前期的自主学习，自己先思考错误，为什么错，正确答案可能是什么。教师可以在批阅试卷时给学生圈画出一些解题的关键，或者错误所在，如名词的单复数，句子的时间状语，形容词和副词的比较级、最高级等等。这样给学生一定的提示，就避免了学生因害怕困难而畏缩的思想。
学生老师讲评法。初二、初三的学生已经掌握了一定解题方法，具备了一定的讲评能力，所以教师可以尝试让学生自己讲评阅读部分。在讲评前把任务提前布置给某些学生，让他们准备上课讲评。学生会讲的、讲得很好的要给予及时的鼓励和表扬。对于讲解不充分的，教师可以请其他同学进行补充讲解。对于学生不会讲的内容，教师可以协助讲评，给学生一些提示，再让他们讲下去。
4. 精心设计变式拓展训练
阅读讲评课后教师要善于对阅读材料进行合理的开发、整合，利用现有材料重新设计相关题目，让学生重新处理信息，提升阅读能力。同时教师要对自己的教学方法和教学内容进行反思，特别是对学生易错的、掌握还不是很熟练的知识点，要反思自己是否讲漏，是否讲透，要根据讲评的重难点以及学生答题的易错点再变换角度设问、设疑或设题，设定一定分量的练习让学生在课堂上做，或有意识地放在平时的讲练中，或有计划地安排在下一次考试中，以便起到巩固与强化的作用。
三、结束语
大量国内外的实验表明，只有课内外阅读材料相结合，学生的阅读能力才能达到质的飞跃，既能有利于提高学生的语言水平，又能丰富学生的背景知识，有助于语感和策略的培养，两者互为补充，最终促进阅读能力的提升。在堂上阅读讲评后，再让学生随堂或课后阅读语言难度、话题和体裁相近的文章，加深学生的理解，巩固课堂所学的知识和技能。
责任编辑魏文琦