论文部分内容阅读
长期以来,中学课堂阅读理解的训练受到时间和空间的限制。限时阅读有利于学生提高阅读速度,但同时也增加了学生心理的压力,耐挫能力欠缺的学生时常望而却步。课堂阅读材料也时常是“拿来主义”。阅读理解在教学实际中遭遇着“骑虎难下”的尴尬。为考试而阅读的怪圈没有真正被打破,因而学生对阅读缺少积极性,感到枯燥无味。所采取的策略也只是了解皮毛而已。为了摆脱这种状况,笔者做了些尝试。现整理如下以供参考。读者可根据自身情况优化策略,形成鲜明的个性特点。
阅读策略
Reading comprehension strategies
1. Identify the purpose and intention in reading. 确认阅读材料的目的和意图。
2. Preview the text efficiently using silent reading techniques for relatively rapid comprehension.对于相对快速理解的文本,使用默读技巧预览全文。
① Unnecessary to pronounce each word to yourself. 不必知道每个单词的读音。
② Read chunks of words at a time. 一次阅读一定量的词汇。
③ Unless a word is vital for global understanding, don’t stop even if you don’t know it. Skip over it and try to infer the meaning through context. 对于整体理解不重要的词汇,不知其义也不停下;跳过去,通过上下文来推断意思。
3. Skimming (to get the gist by looking quickly through the text.)扫读
4. Scanning (for a specific piece of information e.g. names, dates, a definition of a key concept, to list a certain number of supporting details) 审视 (为了获得特定信息如名字、日期、关键概念的定义;为了列出一定量的支撑细节)
5. Semantic mapping or clustering (grouping ideas into meaningful clusters) 语义构图或意群构建
6. Guessing with reasonable accuracy 合理性地猜测
The meaning of a word 词义
Grammatical relationships 语法关系
Discourse relationships 语段间关系
Infer implied meaning (“between the lines”) 推断隐含信息
A cultural reference 文化参考
Content message 容量信息
7. Vocabulary analysis (prefixes, suffixes, roots, grammatical contexts that may signal information, semantic context for clues) 词汇分析
8. Identify paragraph structure (the organizational structure of a para.) 确定段落结构
9. Identify sentence structure (the subject and main verb in complex sentences) 确定句子结构
10. Make full use of background knowledge (the learner uses what she/he knows to understand new ideas ) 充分利用背景信息
11. Read actively (ask questions and read for answers) 积极阅读
12. Use discourse markers (cohesive devices) to process relationships 用过渡词标记过程关系
13. Integrate information (track ideas that are developed across the text by highlighting, note-taking etc.) 综合信息
14. Review (look back over the text and summarize it) 再读
阅读设问的层次性
学会设问以加强理解力 learn to ask proper questions to improve the comprehensive ability
Level 1: RecallKey words:
who, what, when, where, list, define, retell, give examples, details
Level 2: Explain relationships within the text
Key words:
compare, contrast, generalize, explain, cause, effect, purpose, main idea, how
Level 3: Evaluate
Key words:
judge, analyze, interpret, recommend, prove, justify, verify, evidence, prefer, to what extent, why
阅读竞赛1 简介:Reading comprehension questions 阅读设问
Look at the passage below. There are some words in the passage which you won’t know, and which you will not find in your dictionary. Quickly write the answers to the questions and see how many you get right, even though you may not know all the vocabulary.
The weather was immucable and lout began falling. It fell strubly so that after some minutes, the gumbores had disappeared as though a naglog had urgled a blanket over them.
如:What was the weather like?
What began falling?
How did the lout fall?
What did it look as if a naglog had done?
(immucable; lout; strubly; a blanket)
阅读竞赛2简介:Comprehension Competition
Skill: Comprehending at different levels 阅读技巧(不同取别的理解)
Outline概要: Students compete in a reading comprehension game
Level 级别: ★★★★
Time 时间: 30 minutes or two 15 minutes
Preparation: Set an academic article for reading assignment or use a text from a recent reading test. Using the levels in the following box, compose a comprehension question for each level.
Procedure 过程:
1. Introduce the levels of comprehension. Using the selected text, provide one sample comprehension question for each level on the board or the screen.
2. As a class, invite individuals to answer the questions and use the passage to explain the answers.
3. Divide the class into groups so that the students can work together to clarify any question they may have about the meaning of the text. Go from group to group and assist where needed.
4. The groups now compose three comprehension questions: one for each level. You will need to check these carefully to make sure the questions are well constructed and to make sure that the group knows the answer.
5. Collect the students’ questions.
6. Explain how the game works.
i.e. Each group takes a turn at answering a question which you will read out. They can choose the level and are allocated different points depending on the level.
e.g. Level 1: 20 points; Level 2: 30 points; Level 3: 40 points.
7. Now play the comprehension game.
(作者:卢刚,江苏省海安县曲塘中学)
阅读策略
Reading comprehension strategies
1. Identify the purpose and intention in reading. 确认阅读材料的目的和意图。
2. Preview the text efficiently using silent reading techniques for relatively rapid comprehension.对于相对快速理解的文本,使用默读技巧预览全文。
① Unnecessary to pronounce each word to yourself. 不必知道每个单词的读音。
② Read chunks of words at a time. 一次阅读一定量的词汇。
③ Unless a word is vital for global understanding, don’t stop even if you don’t know it. Skip over it and try to infer the meaning through context. 对于整体理解不重要的词汇,不知其义也不停下;跳过去,通过上下文来推断意思。
3. Skimming (to get the gist by looking quickly through the text.)扫读
4. Scanning (for a specific piece of information e.g. names, dates, a definition of a key concept, to list a certain number of supporting details) 审视 (为了获得特定信息如名字、日期、关键概念的定义;为了列出一定量的支撑细节)
5. Semantic mapping or clustering (grouping ideas into meaningful clusters) 语义构图或意群构建
6. Guessing with reasonable accuracy 合理性地猜测
The meaning of a word 词义
Grammatical relationships 语法关系
Discourse relationships 语段间关系
Infer implied meaning (“between the lines”) 推断隐含信息
A cultural reference 文化参考
Content message 容量信息
7. Vocabulary analysis (prefixes, suffixes, roots, grammatical contexts that may signal information, semantic context for clues) 词汇分析
8. Identify paragraph structure (the organizational structure of a para.) 确定段落结构
9. Identify sentence structure (the subject and main verb in complex sentences) 确定句子结构
10. Make full use of background knowledge (the learner uses what she/he knows to understand new ideas ) 充分利用背景信息
11. Read actively (ask questions and read for answers) 积极阅读
12. Use discourse markers (cohesive devices) to process relationships 用过渡词标记过程关系
13. Integrate information (track ideas that are developed across the text by highlighting, note-taking etc.) 综合信息
14. Review (look back over the text and summarize it) 再读
阅读设问的层次性
学会设问以加强理解力 learn to ask proper questions to improve the comprehensive ability
Level 1: RecallKey words:
who, what, when, where, list, define, retell, give examples, details
Level 2: Explain relationships within the text
Key words:
compare, contrast, generalize, explain, cause, effect, purpose, main idea, how
Level 3: Evaluate
Key words:
judge, analyze, interpret, recommend, prove, justify, verify, evidence, prefer, to what extent, why
阅读竞赛1 简介:Reading comprehension questions 阅读设问
Look at the passage below. There are some words in the passage which you won’t know, and which you will not find in your dictionary. Quickly write the answers to the questions and see how many you get right, even though you may not know all the vocabulary.
The weather was immucable and lout began falling. It fell strubly so that after some minutes, the gumbores had disappeared as though a naglog had urgled a blanket over them.
如:What was the weather like?
What began falling?
How did the lout fall?
What did it look as if a naglog had done?
(immucable; lout; strubly; a blanket)
阅读竞赛2简介:Comprehension Competition
Skill: Comprehending at different levels 阅读技巧(不同取别的理解)
Outline概要: Students compete in a reading comprehension game
Level 级别: ★★★★
Time 时间: 30 minutes or two 15 minutes
Preparation: Set an academic article for reading assignment or use a text from a recent reading test. Using the levels in the following box, compose a comprehension question for each level.
Procedure 过程:
1. Introduce the levels of comprehension. Using the selected text, provide one sample comprehension question for each level on the board or the screen.
2. As a class, invite individuals to answer the questions and use the passage to explain the answers.
3. Divide the class into groups so that the students can work together to clarify any question they may have about the meaning of the text. Go from group to group and assist where needed.
4. The groups now compose three comprehension questions: one for each level. You will need to check these carefully to make sure the questions are well constructed and to make sure that the group knows the answer.
5. Collect the students’ questions.
6. Explain how the game works.
i.e. Each group takes a turn at answering a question which you will read out. They can choose the level and are allocated different points depending on the level.
e.g. Level 1: 20 points; Level 2: 30 points; Level 3: 40 points.
7. Now play the comprehension game.
(作者:卢刚,江苏省海安县曲塘中学)