隨風潛入夜，潤物細無聲

莫婷潔

摘要：本文以高中生閱讀理解中閱讀策略和技能運用的現(xiàn)狀作為立足點，結(jié)合教學實踐，探究高中英語閱讀教學中基于窄式閱讀的閱讀策略和技能的培養(yǎng)的可操作性范式，從而真正提高學生的英語閱讀能力。

關(guān)鍵詞：窄式閱讀；閱讀策略和技能

G633.41

一、引言

筆者發(fā)現(xiàn)高中生做閱讀理解時普遍存在的問題有：抓不住文章的主題，理解偏離中心或信息凌亂；信息捕捉不準確，做題憑感覺，缺乏依據(jù)；即使能捕捉到信息，但缺乏對信息必要的處理能力，犯“斷章取義”的錯誤；對推理判斷題把握不準，出錯頻率高。這些問題的產(chǎn)生源頭是由于學生缺乏有效地閱讀策略，不能正確理解文本。為了進一步了解高中生閱讀理解中閱讀策略和技能運用的現(xiàn)狀，筆者對高一學生進行問卷調(diào)查。調(diào)查結(jié)果顯示，認知策略被最廣泛地使用，其次是元認知策略，最低為社會情感策略。

二、窄式閱讀及閱讀策略和技能

“窄式閱讀”是指學習者通過閱讀同一風格、同一主題或某位作家的多部作品來提高閱讀能力的一種策略。早在1980年代初Stephen Krashen等語言學家就提出了窄式閱讀（narrow reading）的概念。這種閱讀與精讀和泛讀的方式和要求不同，它主張閱讀同一主題，同一作者或同一體裁的作品（reading on the same topic，books by the same author，and in the same genre）。

閱讀策略和技能是學習者為解決閱讀中的困難而采取的行為過程，是學習者策略能力的一個重要組成部分。它不僅包含了閱讀中的一些技巧，如：預測、推理文章的內(nèi)容、猜測文中生詞的大意、略讀、尋讀等，還包含了閱讀者為達到預期閱讀目的所采取的有選擇性和控制性的行為。

OMalley&Chamot（1990）根據(jù)認知心理學理論將閱讀策略分為三大類：元認知策略、認知策略和社會情感策略。劉曉云（1008）提出在閱讀中教會學生使用元認知策略（包括控制閱讀速度，寬容模糊，猜測詞義等），在不斷的強化訓練中，把策略的使用轉(zhuǎn)化為一種自主的，穩(wěn)定的能力和習慣。

Burner等（1956）提出，認知策略（Cognitive Strategies）主要是指發(fā)現(xiàn)與解決問題過程中的思維策略。加涅等（1999）指出“認知策略是一種‘控制過程，是學生賴以選擇和調(diào)整他們的注意、學習、記憶和思維的內(nèi)部過程”。

社會情感策略是指那些可以幫助學習者控制情緒，學習動機和學習態(tài)度，也可以幫助學習者通過與別人交談學習到知識的策略。

三、操作實踐

筆者選用China daily，USA today等官網(wǎng)上最新的閱讀題材作為高中英語閱讀課素材，根據(jù)學生的認知水平和閱讀策略和技能的培養(yǎng)的要求，精心設(shè)計閱讀文本，基于窄式閱讀的原則，通過具體的教學實踐探究提升高中英語閱讀能力的策略和技能。

（一） 元認知策略

Flavell（1979）首次提出了元認知理論。他認為元認知是對認知的認知，是認知主體關(guān)注并調(diào)控認知活動的知識與能力。筆者從以下三方面培養(yǎng)學生的元認知策略。

1.閱讀前的計劃準備

閱讀活動開始前，教師應首先提出閱讀要求，指導學生根據(jù)自己的閱讀水平制定閱讀計劃，計劃包括設(shè)置學習目標、確定閱讀進程、瀏覽學習材料、把握閱讀重點、合理分配時間及選擇相應的閱讀技能：①略讀skimming——有選擇地進行跳躍式閱讀，注意標題，首段或每段首尾句，找出主題句，以達到整體理解的目的。②尋讀scanning——只閱讀你需要查詢的細節(jié)部分，其它可以略過不讀。其目的是分清事實和觀點，了解重點細節(jié)，理解圖表信息，評價閱讀內(nèi)容。③細讀——分段細讀，注意細節(jié)，抓住主要事實，揭示文章結(jié)構(gòu)的內(nèi)在聯(lián)系。

2.閱讀過程自我監(jiān)控

過程監(jiān)控（process monitoring）是指學生邊閱讀邊思考，觀察識別閱讀材料提示的重要

信息，通過上下文猜測詞義等手段，根據(jù)有關(guān)線索判斷信息，完成相關(guān)的閱讀要求。包括：①預測——對文章內(nèi)容或標題進行設(shè)問，預測下文，推理判斷；②概讀——有意識地尋找中心句和關(guān)鍵詞，即從每篇文章的標題，到各個部分都進行概讀，以歸納出要點，概括作者的主旨、意圖、觀點、態(tài)度；③推讀——即推測未直接寫明的含義、因果關(guān)系以及詞義猜測。如果所需信息含有生詞，不要停下，盡量根據(jù)上下文、構(gòu)詞法、例子、定義、同位語等來猜，在后面的閱讀中不斷證實——推翻——證實。

【教學片段1】

Read the following passage and finish the tasks as required.

Colored mugs matter

① The secret to a better cup of morning coffee might simply be choosing the right colored coffee mug.

② The color of a coffee mug can have something to do with the way coffee tastes， according to a recent study， which was conducted in Australia and tested the influence that three different colored mugs—one white， one blue and one clear glass， had on the perception of different tastes. The researchers served 18 participants the same cup of coffee， in one of the three similarly shaped but differently colored containers， and then asked them to rate their sweetness， smell， bitterness， quality and acceptability.

③ It turns out specifically that the white mug was associated with a more intense or bitter tasting cup of coffee， and the clear glass mug was not. The blue mug， meanwhile ， proved to be “kind of an in-between”. The opposite was true for perceived sweetness—participants noted less sweetness when drinking from the white mug than they did when drinking from both the blue and clear glass mugs.

④ Research published this year shows that the color of a plate had a clear effect on taste intensity and sweetness. And the color red specifically has even been associated with lower levels of consumption .

⑤ A red strawberry looks redder when placed against a white plate than it does against a black one. And there are associations with that redness that in turn can affect taste， Spence explains. “ Red might indicate heightened sweetness， because red fruits tend to be riper than green fruits， ”he said. And that indication can be enough to cause a large difference in taste.

⑥ In the case f coffee， specifically， the researchers believe that the color brown might be something people associate with bitterness. “ The white mug may have influenced the perceived brownness of the coffee and this， in turn， may have influenced the perceived intensity and sweetness of the coffee，” the researchers wrote. That would help explain why clear coffee mugs tended to have the opposite effect.

1. The passage is mainly about .

【教學建議】指導學生關(guān)注閱讀文本的特點，作為科研報告類文本，最大的特點就是文本的第一、二段是文章的主旨大意，鼓勵學生運用略讀的閱讀技能，快速捕捉文本的大意。

2.After being served the coffee， the participants were asked to .

A. distinguish the colors of the mugs B. exchange the ideas about the tastes

C. judge the mugs influence on the coffee D. give an overall description of the coffee

【教學建議】對于文章的重點細節(jié)，指導學生采用尋讀的閱讀技能，按文章的順序跳躍式地尋找有關(guān)的具體內(nèi)容加以閱讀理解。本題的相關(guān)內(nèi)容在文本第二段的最后一句話“…and then asked them to rate their sweetness， smell ， bitterness， quality and acceptability.” 因此學生讀到這里便可以做出選擇。

3. Please draw the structure of the whole passage.

②

③

① ④

⑤

⑥

【教學建議】一篇文章是一個有機整體，段落與段落間存在內(nèi)在的緊密聯(lián)系。因此對于

分析文本結(jié)構(gòu)的閱讀任務，不妨指導學生運用細讀的閱讀策略，揭示文章的內(nèi)在聯(lián)系。這篇文本采用總分的結(jié)構(gòu)，第一段提出論點，第二段至第六段作為論據(jù)闡述。

4. Have a quick look at the title and predict what the passage is mainly about.

【教學建議】應用預測的策略。一篇文本的標題往往涵蓋了整篇文章的中心思想，把握了這個標題，并在閱讀前對文章進行預測，對于學生接下來的閱讀有事半功倍的效果。

5.What is the authors attitude towards the study？

【教學建議】采用概讀的策略，有意識地尋找中心句和關(guān)鍵詞，即從每篇文章的標題，到各個部分都進行概讀，以歸納出要點，概括作者的主旨、意圖、觀點、態(tài)度。本文本從每段的第一句話不難發(fā)現(xiàn)，作者只是客觀陳述了這個運動各方的評論和看法，并沒有穿插自己的立場和態(tài)度。

6.Explain the underlined ones.

【教學建議】實踐推讀的策略。在劃線的句子或詞匯的理解題里往往有超出學生考綱要求的詞匯，因此只能盡量根據(jù)上下文、構(gòu)詞法、例子、定義、同位語等來猜，在后面的閱讀中不斷證實——推翻——證實。rate可以根據(jù)下文推斷出estimate之意，而heightened則可以根據(jù)構(gòu)詞法，是height的動詞形式，故有strengthen之意。

【教學片段2】

Read the following passage and finish the tasks as required.

①Cars get dirty， even under the best of conditions. Who would not want a car that is always clean because drops of water and oil just roll off？ Now， scientists say it may not be too long before self-cleaning paints become more common in many industries.

②It has been long known that rainwater slides off the leaves of some plants without leaving a mark. Soon， the same may be true for raindrops on your car.

③Scientists can now reproduce that quality， or property， of tropical plants like the taro and lotus. Researchers are able to do this because of developments in nanophysics： the studies of very small particles.

④Yao Lu is a researcher from China's Dalian University of Technology. He currently works at University College London. He used titanium dioxide nanoparticles to create a new kind of water-repellent paint. Water droplets do not leave a mark on the painted surface.

⑤Yao Lu's supervisor is inorganic chemistry professor Claire Carmalt. She says that when water hits a surface covered with this paint， it does not just slide off.

⑥"It actually forms near spherical-shaped balls which， as they roll across the surface， act like miniature vacuum cleaners， picking up dirt and bacteria. And we can take that paint and we can adhere it into hard surfaces， like glass or metal， or soft surfaces like cotton and paper， just using simple adhesives."

⑦Up until now， the biggest problem with water-repellent paints was their vulnerability to mechanical damage. In other words， the machinery or other equipment covered with the paint was easily damaged. This was solved with a special adhesive or glue that sticks to the titanium dioxide nanoparticles.

⑧The new kind of paint can be used on a number of materials， from clothing and paper to steel and glass. Researchers say the paint could be used in a factory or other large-scale manufacturing. They predict this product could be used in a number of areas， including auto manufacturing and even hospitals.

1.The best title of the passage is__________________________________.

【教學建議】筆者基于窄式閱讀，選取了同一體裁——科研報告類的文本，使學生進一步熟練地掌握及運用略讀、尋讀、細讀的閱讀技能，對于文本的最佳題目和主旨大意的把握，鼓勵學生一如既往地采用略讀的閱讀技能，重點關(guān)注文本的第一、二段，“self-cleaning paints will become common in many industries.”

2.How does the idea of self-cleaning paints come up？

A. By general assumption B. By accumulated wisdom

C. By careful observation D. By comparative analysis

3. How much do we know about water-repellent paints？

A. They have wide application. B. They are easily damaged.

C. They are used in various ways D. They have no economic possibilities.

【教學建議】對于細節(jié)理解題，引導學生習慣性地采用尋讀的閱讀技能，重點閱讀細節(jié)所在的段落，第二題在第二段，第三題在第八段，理解相關(guān)內(nèi)容后做出選擇。

4. How is the passage organized？

① ②③④⑤⑥⑦ ⑧

【教學建議】一篇文章是一個有機整體，段落與段落間存在內(nèi)在的緊密聯(lián)系。因此對于分析文本結(jié)構(gòu)的閱讀任務，繼續(xù)指導學生運用細讀的閱讀策略，揭示文章的內(nèi)在聯(lián)系。這篇文本采用總分的總結(jié)構(gòu)，第一段提出論點，第二段至第七段作為論據(jù)闡述，第八段作出總結(jié)。

5. What is the authors attitude towards the campaign？

【教學建議】采用概讀的策略，有意識地尋找中心句和關(guān)鍵詞，即從每篇文章的標題，到各個部分都進行概讀，以歸納出要點，概括作者的主旨、意圖、觀點、態(tài)度。作者在最后一段中展望新型涂料的廣泛用途，隱含了positive的態(tài)度。

6. Explain the underlined ones.

【教學建議】劃線詞匯water-repellent可以從下面這句Water droplets do not leave a mark on the painted surface推斷出是“防水”之意，vulnerability則由下文中的easily damaged得到啟發(fā)。

3.閱讀策略的監(jiān)控

（Brush 1991）在閱讀策略的習得過程中，教師應該及時地給予學生指導，但應逐漸減少提示以培養(yǎng)學生的獨立使用策略的能力。讓學生善于自我提問，檢驗自己的答案正確與否，多角度分析推理，懂得運用有效策略處理綜合性問題。

首先，教師幫助學生確定閱讀方式，設(shè)置問題。這些問題旨在讓學生通過快速閱讀材料，掌握其內(nèi)容梗概。然后，根據(jù)學生在第一次閱讀中所得到的信息，進一步設(shè)置問題。讓學生帶著問題第二次閱讀材料，根據(jù)材料的有關(guān)線索來判斷和尋找信息。在閱讀過程中，鼓勵學生邊閱讀邊思考，邊思考邊不斷向自己設(shè)問，以此來檢驗自己的思維分析、推理判斷是否正確。

4.閱讀結(jié)果的監(jiān)控

結(jié)果監(jiān)控（result monitoring）即對元認知活動的評價，是對閱讀材料的特點以及個人的理解能力做出分析。當某一個閱讀任務完成后，教師可留出時間讓學生概括他們的閱讀過程，即對自己為解決問題而采取的閱讀策略進行評價，或校對原來的預測，或評估原設(shè)的閱讀目標是否已經(jīng)實現(xiàn)，或總結(jié)自己的表現(xiàn)并提出該如何將這些使用過的閱讀策略遷移到新的閱讀任務中去。無論學習者對自己的閱讀活動做出肯定還是否定的自我評價，對下一次的閱讀任務都起著積極的作用。

【教學片段3】

Read the following passage and finish the tasks as required.

Children may sulk and play up when being dragged round the shops by their parents， but retail therapy is actually good for their brains.

The interaction between child and parent while shopping helps young people develop social skills and promotes happiness - even if a bawling toddler shows few signs of it at the time.

According to the joint study by Oxford University and the Open University， shopping trips are just as beneficial for the childs development as painting or drawing activities.

They also found shopping is better for a childs social skills than watching TV or reading.

The two universities made these conclusions after studying the results of an economic survey in Germany.

This survey looked into the daily routines and habits of 800 parents with two and three-year-olds.

It recorded higher perceived levels of happiness among the children who had taken part in activities such as arts and crafts， and shopping.

Researchers Professor Paul Anand and Dr Laurence Roope added that the more retail therapy the toddlers were exposed to， the happier they seemed to be， and the more developed their everyday skills became.

Shopping may be beneficial because it involves changes of scenery from shop to shop， which improves the child's motor and social skills more than a sedentary activity， the report continued.

Reading and storytelling together ranked high for happiness， but being left to read on their own， or watch TV， had a 'negative impact' on the child's development.

Professor Anand from the Open University said that during shopping trips ‘children are getting visual stimulation， they've getting out of the house and into a new environment.

‘They're bumping into other families where social skills come into play and they may get the chance to do something physical in a shop like run around.

The researchers now want to test their theories on older children to see what activities influence development among other age groups.

The research was presented at the annual conference of the Royal Economic Society.

First-reading：

1. What does the research show us？

2. What is the future plan of the researchers？

【教學建議】學生帶著這兩個問題，采用略讀和尋讀的閱讀技巧快速閱讀文本，從而掌握其內(nèi)容梗概。

Second-reading：

1. How did the colleges came to the conclusions？

2.Why is shopping helpful？

3.What other ways that bring fun to kids？

4.Explain the underlined sentence.

【教學片段4】

Read the following passage and finish the tasks as required.

Michelle Obama， Kate Moss and Samantha Cameron are three of the most stylish women on the planet but it seems they have their daughters rather than their style know how to thank for that.

New research has revealed that women with daughters tend to be more stylish than mothers of sons； a fact partly due to the style advice their daughters offer as they get older.

As a result， more than half of the women surveyed （51 percent） say they trust their daughters' opinion more anyone else's.

Even more impressively， 78 percent of women over the age of 50 say they would be more than happy to let their daughters choose a complete outfit for them.

By contrast， just five per cent of women say they would turn to their sons for style advice， while 28 percent believe that mothers of boys are less fashionable than women with girls.

'Women who don't have daughters may become less interested in style as they grow older but having a daughter， who is conscious of her own style， may keep alive her interest in looking great，' comments psychologist Honey Langcaster-James.

'And， because of their close bond， they also have a source of support， encouragement， and sometimes brutal honesty when it comes to their style decisions.

'More than a quarter of women believe that mums who have sons are less fashion conscious than mums with daughters.

'The most common reasons for this are that daughters are more critical， offer good advice and inspiration， and add an element of competition to look the best whereas sons seemed not to care and arent as harsh as daughters.'

And it isn't just sons who can find themselves ignored when they proffer an opinion on fashion， with just eight percent of women over 45 admitting to taking advice from their husbands.

Interestingly， although mothers tend to rely on their daughters' style tips， their confidence isn't reciprocated， with 40 percent of women between the ages of 19 and 34 saying they wouldn't allow their mothers to shop for them unsupervised.

A third even said their mothers' lack of sartorial wisdom left them embarrassed.

There were， however， some things mothers and daughters agreed on， among them voting Sophie Ellis-Bextor and her mother Janet Ellis their favourite mother and daughter combination.

And although they might not appreciate the fashion advice， the survey， which was conducted by online retailer Gray & Osbourn， showed that daughters do still need their mothers with 71 percent saying they chat to their female parent every day.

' Overall， the research shows just how important relationships are between mothers and daughters，' added Langcaster-James， 'and just how much women appreciate an honest and trustworthy opinion.'

【教學建議】筆者基于窄式閱讀，選取了同一主題——父母與子女關(guān)系的文本。

First-reading：

1. What can we conclude from Para1&2？

2. Whats the writers attitude towards the topic？

【教學建議】學生帶著這兩個問題，采用略讀和推讀的閱讀技巧快速閱讀文本，從而掌握其內(nèi)容梗概，并推斷出作者的觀點和立場。

Second-reading：

1. What are the most common reasons for the phenomenon？

2. What are the things agreed on between mothers and daughters？

3. Explain the underlined word.

【教學建議】讓學生帶著以上問題第二次閱讀材料，采用細讀、尋讀、概讀的閱讀技巧根據(jù)材料的有關(guān)線索來判斷和尋找信息。在閱讀過程中，鼓勵學生邊閱讀邊思考，邊思考邊不斷向自己設(shè)問，以此來檢驗自己的思維分析、推理判斷是否正確。

【教學片段3】【教學片段4】Post-reading

【教學建議】學生采用略讀、尋讀、推讀的閱讀技巧尋找到相應的信息，并對文本有了一定的了解后，引導學生對所確定的閱讀計劃與運用的閱讀策略進行了分析和評價，總結(jié)成功的經(jīng)驗，分析失敗的原因，重新調(diào)整閱讀策略，從而為下一次的閱讀做準備，并摘錄有用的詞、詞組、句子或段落。

作為兩篇兒童教育主題的文本，學生可以摘錄以下詞組、句子或段落為以后同類話題的寫作服務，“promote happiness， involve changes， rank high， come into play， close bond”學生還可以寫讀書筆記或讀后感記錄學習所得。

（二）認知策略

認知策略是與學習行為直接相關(guān)的策略，如：模仿、操練、記錄、歸納、翻譯、猜詞義、歸納、遷移、拓展等。可見，認知策略既是關(guān)于注意的策略，又是關(guān)于思維的策略。研究表明，培養(yǎng)學習的方法和學習策略最有效的途徑是把方法和策略滲透到教學之中。筆者從以下三個方面培養(yǎng)學生的認知策略。

1.編制細節(jié)辨析任務，訓練注意指向能力

加涅（1999）指出，“通過獲得并使用認知策略，學習者便能調(diào)節(jié)以下學習者的內(nèi)部過程：①注意和選擇性知覺使用；②將進入的材料編碼以便長時貯存；③提?。虎軉栴}解決。學習者通過應用認知策略可練習控制自己在課文學習中的注意。細節(jié)辨析任務能夠幫助學生針對具體的學習任務，對有意注意的分配進行調(diào)節(jié)和控制，保證注意指向重要信息。在設(shè)計閱讀教學時，筆者可以通過編制有一定干擾性的細節(jié)辨析任務，訓練學生調(diào)節(jié)和控制自己的注意力，培養(yǎng)其抓住關(guān)鍵信息的能力。筆者指導學生采用畫線、標著重號、寫摘要、做筆記等方式，過濾和篩選進入大腦的信息，選擇有關(guān)信息或重要信息加以注意，保證大腦能有效地編碼、貯存和加工信息。筆者也可以運用下劃線、斜體字、不同顏色標識等多種手段，通過視覺和聽覺等渠道強調(diào)所呈現(xiàn)刺激的區(qū)別性特征，以引起學生的注意。

2.開展有聲思維活動，培養(yǎng)思維能力

有聲思維（Think-aloud Protocols）源于心理學研究。顧名思義，是將大腦里進行的思維活動有聲化（張倩，2010），是研究者要求受試在進行實驗任務時，盡可能地說出大腦的思考內(nèi)容（李德超，2004）。有聲思維使學生對閱讀材料進行精細化加工，學生需要花費更多的認知努力進行信息的提取和重構(gòu)，有助于增強認知體驗，培養(yǎng)分析、推理和概括等思維能力。通過有聲思維，一方面教師可以向?qū)W生示范講述自己的思維過程，展現(xiàn)自己在閱讀中如何運用認知策略解決問題；另一方面教師可以讓閱讀能力較強的學生在解決問題的過程中描述自己的認知過程以及運用的策略，讓學生說出每個閱讀問題的關(guān)鍵詞和注意事項，并把獲得答案的思維過程口頭表達出來。

3.加強閱讀理解訓練，培養(yǎng)閱讀技能

陳琦、劉儒德（2007）認為，“技能是指經(jīng)過練習而獲得的合乎法則的認知活動或身體活動的動作方式?！遍喿x技能包括略讀、尋讀、推理判斷、猜測詞義、分析句子結(jié)構(gòu)等技巧和能力。陳新仁等（2013）認為，把語用知識轉(zhuǎn)變成能力的過程是對英語語用知識轉(zhuǎn)變成真實語用表現(xiàn)過程的控制，這種控制過程是能過向?qū)W習者提供充足的練習機會而實現(xiàn)的。關(guān)于閱讀技能，一些學生頭腦中儲存的只是概念性知識，需要通過反復閱讀練習才能將其轉(zhuǎn)化為技能。教師應鼓勵學生大量閱讀，“學生是通過閱讀學會閱讀的”（王篤勤，2002）。教師應該為學生靈活、主動運用認知策略提供平臺，通過設(shè)計閱讀理解練習，培養(yǎng)學生的閱讀技能。在設(shè)計練習時要避免題型的單一化，應設(shè)計推理判斷、概括主旨和詞義猜測等各種類型的單選題型，以及糾錯、填空、問答、時間排序、完成表格等多種題型，通過設(shè)計變式練習、深層理解任務等，訓練學生熟練運用各種閱讀技能。

【教學片段5】

Read the following passage and finish the tasks as required.

Everyone gets stressed out， but new research suggests that men and women cope with these situations in different ways.

According to the study， men become more egocentric and self-centered when stressed. They have trouble separating their own intentions and emotions from those of the people around them.

On the other hand， women who are under a lot of stress may become “prosocial.”

“There's a subtle boundary between the ability to identify with others and take on their perspective — and therefore be empathic — and the inability to distinguish between self and other， thus acting egocentrically，” study author Dr. Giorgia Silani explained in a release. “To be truly empathic and behave prosocially it's important to maintain the ability to distinguish between self and other， and stress appears to play an important role in this.”

The study participants were asked to do “moderately” stressful things， like speak in public or answer math problems in their heads. They were then asked to imitate certain movements， identify their own emotions or those of others， and judge something from another persons perspective.

“What we observed was that stress worsens the performance of men in all three types of tasks. The opposite is true for women，” Silani said.

The researchers said their original hypothesis was that stress would make people more self-centered across the board， so they were partly correct.

They also said they arent sure why this is the case.

"At a psychosocial level， women may have internalized the experience that they receive more external support when they are able to interact better with others，" Silani said.

On a physiological level， the discrepancy could be caused by oxytocin， the hormone connected with social behaviors， she added. Other studies have shown that women produce more oxytocin in stressful situations than men do.

The international study was led by Silani， who is from the International School for Advanced Studies （SISSA） in Trieste， Italy， in cooperation with researchers from the University of Freiburg in Germany and the University of Vienna.

The study was published in the journal Psychoneuroendocrinology.

1. What does the new research show ？

2. What is the difficulty man have when stressed？

3. What are stressful things the participants do ？

4. What does the underlined sentence mean？

【教學建議】這是一篇研究報告類的文本，學生采用略讀、尋讀的閱讀技巧關(guān)注文本的相應段落，把握文本的大意和細節(jié)。但學生必須以選項進行對比，推敲，才能做出正確的選擇。筆者指導學生采用畫線、標著重號、寫摘要、做筆記等方式，過濾和篩選進入大腦的信息，選擇有關(guān)信息或重要信息加以注意，保證大腦能有效地編碼、貯存和加工信息。

教師可以向?qū)W生示范講述自己的思維過程，展現(xiàn)自己在閱讀中如何運用認知策略解決問題。對于第一個問題，指導學生關(guān)注閱讀文本的特點，作為科研報告類文本，最大的特點就是文本的第一、二段是文章的主旨大意，鼓勵學生運用略讀的閱讀技能，快速捕捉文本的大意。對于第二、三個考查文章的重點細節(jié)的問題，指導學生采用尋讀的閱讀技能，按文章的順序跳躍式地尋找有關(guān)的具體內(nèi)容加以閱讀理解。對于第三個問題，實踐推讀的策略。在劃線的句子或詞匯的理解題里往往有超出學生考綱要求的詞匯，因此只能盡量根據(jù)上下文、構(gòu)詞法、例子、定義、同位語等來猜，在后面的閱讀中不斷證實——推翻——證實。

（三）社會情感策略

社會策略是指學習者用來規(guī)范和管理情緒、情感等的方法，因此學習者能更好地自我調(diào)控學習中的情緒、動機和態(tài)度。社會情感策略主要與社會活動有關(guān)，包括通過與人（如教師、學生等）交往、合作來獲取信息或予以澄清。

1.精心挑選閱讀材料，讓學生做到學以致用

閱讀材料的選擇既要關(guān)注高中生的興趣愛好，更要兼顧到與時俱進。因此筆者經(jīng)常瀏覽China daily，USA today等官網(wǎng)上最新的閱讀題材，本文的教學片段全部截選于China daily，USA today等官網(wǎng)上最新的閱讀題材，涵蓋學生感興趣話題，奇聞軼事，科研前沿，心靈雞湯，環(huán)境保護等，并根據(jù)學生的認知水平進行改編和設(shè)計，這樣才能激發(fā)學生閱讀的熱情，有效實現(xiàn)學生閱讀策略及技能的學以致用。

2.組建合作學習小組，分享閱讀心得

高中生心理較為成熟，可以較合理地調(diào)節(jié)自己的情感來學習，但高中特定的學習氛圍使得他們?nèi)狈献鲗W習的機會，從而導致他們很難通過交流合作來提高英語閱讀能力。教師應在課堂上盡量給學生營造一個開放性的學習環(huán)境，無論是在閱讀前還是在閱讀后，開展組內(nèi)討論，使每一個學生的獨立思考都得到關(guān)注、傾聽與采納。

四、教學反思

開展基于窄式閱讀的閱讀策略和技能的培養(yǎng)的英語閱讀教學，筆者認為注意以下兩個方面：

（一）窄式閱讀中的材料的挑選要充分考慮學生的語言水平和表達需要

窄式閱讀的價值在于提供有意義的相關(guān)內(nèi)容，為學生創(chuàng)造一個為內(nèi)容而讀、為獲取信息而讀的機會，從而激發(fā)學生的學習動機，引發(fā)對學生有意義的語言學習活動。符合窄式閱讀模式的文本通常是同類話題的系列文章或同一作者寫的作品，教師無論選擇哪些文本，首先要控制閱讀材料的難度，其次要保證輸入的數(shù)量。如果閱讀材料難度過高，學生可能在詞匯、語法、句法和語篇層面遇到困難；如果閱讀量太少，學生儲備的內(nèi)容知識就會不足，產(chǎn)生閱讀障礙。

（二） 運用模式要堅持理性實施，智慧調(diào)整

教學模式不是定式，靈活運用、因“生”制宜才是有效的教學模式?；谡介喿x的閱讀策略和技能的培養(yǎng)的英語閱讀教學可以與教材中的單元板塊教學相結(jié)合，也可以在專門開設(shè)的閱讀指導課中實踐。

五、結(jié)語

基于窄式閱讀的閱讀策略和技能的培養(yǎng)的高中英語閱讀教學變換視角，推動教師從培養(yǎng)有自主性和創(chuàng)造性的學生的角度重新思考閱讀的教學目標、教學方法、訓練形式等整個教學過程，有效培養(yǎng)學生的閱讀策略與技能，從而真正提高學生的閱讀能力。

參考文獻：

[1]Krashen， S.1981. Second Language Acquisition and Second Language Learning [M]

Oxford： Pergamon Press

[2]Bruner， J.，Goodnow， J.& Austin， A.1956. A study of Thinking [M]. NewYork：Wiley

[3]加涅， R.M（著）；皮連生，王映學等（譯）.1999.學習的條件和教學論[M] 上海： 華東師范大學出版社

[4]陳琦，劉儒德. 2007.當代教育心理學 [M] 北京：北京師范大學出版

[5]陳新仁等.2013.語用學與外語教學 [M] 北京：外語教學與研究出版社

[6]李德超. 2004. TAPs翻譯研究的前景與局限 [J] 外語教學與研究， （5）：385-392

[7]張倩. 2010. “有聲思維”教學：一種新的翻譯教學嘗試 [J]. 西安外國語大學學報，（4）：84-100

[8]王篤勤.2002.英語教學策略論 [M] 北京：外語教學與研究出版社