長(zhǎng)期以來,許多初中英語教師一直重視培養(yǎng)學(xué)生的英語閱讀能力,但大多數(shù)教師的閱讀教學(xué)仍以應(yīng)試閱讀訓(xùn)練為目的,并沒有從提高學(xué)生獲取信息能力的角度進(jìn)行閱讀教學(xué),也沒有對(duì)學(xué)生閱讀習(xí)慣和閱讀興趣的培養(yǎng)給予足夠的重視。把閱讀策略科學(xué)、規(guī)范地應(yīng)用到應(yīng)用閱讀教學(xué)活動(dòng)中去,優(yōu)化課堂教學(xué)模式,探索培養(yǎng)初中學(xué)生閱讀理解能力新的途徑。
教學(xué)反思是一個(gè)不斷發(fā)現(xiàn)問題、分析問題和解決問題的過程,是教師專業(yè)化發(fā)展的重要途徑。教學(xué)反思一直以來是教師提高個(gè)人業(yè)務(wù)水平的一種有效手段?,F(xiàn)在很多教師都在從自己的教育實(shí)踐中反觀自己的得失,并通過教育案例、教育故事、或教育心得等來提高教學(xué)反思的質(zhì)量。 通過實(shí)踐與反思,教師有機(jī)整合學(xué)科知識(shí)和學(xué)科教學(xué)知識(shí),加深對(duì)教育教學(xué)過程和學(xué)生學(xué)習(xí)過程的理解與認(rèn)識(shí),形成自主的專業(yè)發(fā)展意識(shí)和能力(王薔,2012)。
閱讀教學(xué)的二點(diǎn)反思:1.怎樣做到快速流暢閱讀(不受生詞等干擾);2.如何化解概括文章主旨、理解作者觀點(diǎn)和寫作意圖的難點(diǎn)。例談以下幾個(gè)問題:
1.閱讀教學(xué)過程中的問題設(shè)計(jì)。提問伴隨教育而生,是課堂教學(xué)不可或缺的一種形式。問題的設(shè)計(jì)與教學(xué)目的、教學(xué)內(nèi)容、教者對(duì)文本的理解、學(xué)生的個(gè)體差異關(guān)系密切。教者需要發(fā)揮教學(xué)機(jī)智,捕捉學(xué)生的思維“線索”,適時(shí)變換問題,并強(qiáng)化追問,調(diào)控學(xué)生的思維方向和自己的教學(xué)方向。
例如,9A Unit3 Reading的 Teenagers Problems 文章中列舉了現(xiàn)代青少年所面臨的種種煩惱,如having too much homework﹑not having enough sleep﹑not having close friends﹑cant get high scores in the exams ,此時(shí)可以問學(xué)生以下問題:What problems do you have? Do you have the same problem as Simon and Millie? 學(xué)生在閱讀時(shí)會(huì)與文中主人公的思想產(chǎn)生共鳴,聯(lián)想到自己的煩惱會(huì)倍感焦慮。如何幫助學(xué)生解決煩惱﹑減輕壓力是文章真正含意所在。教師在學(xué)完整篇文章后及時(shí)提問:Can you give them some advice on how to achieve a balance between their schoolwork and their hobbies? 學(xué)生在教師的引導(dǎo)下列舉出一些合理的建議,如Plan a day carefully﹑make a list of all the homework we have to do ﹑ask our parents or teachers for help等,從而更深層次地理解了文章的含意.
2.引導(dǎo)學(xué)生挖掘文本自身信息。
如:8B Unit 6? Reading? Oxfam Trailwalker Paragraph 2:? ?Whats Paragraph 2 mainly about?
Please use one word in Paragraph 2 to tell us? Tough
Please find out the numbers that tell you it is a tough hike.
(1)finish walking a 100-kilometre trail wihin 48 hours? ? ?(2)2 days and nights
(3)walk through 8 country parks? ?(4) over 20 hills and mountains
3.概念圖表在閱讀教學(xué)中的運(yùn)用。根據(jù)圖式理論,教師要求學(xué)生在閱讀文章的過程中構(gòu)建起“圖”的概念,更好地幫助學(xué)生理解﹑分析文章。概念圖的基本教學(xué)步驟可以概括為“理清線索,列出概念——根據(jù)線索,排列概念——增關(guān)鍵詞,細(xì)化概念”(章波勇,2010)。初中英語課文的體裁以記敘文為主,例如,9A Unit5的 Reading Hollywoods all-time best--Audrey Hepburn 一文為例,人物傳記通常以年代順序作為全文主線。因此,在閱讀前,教師可以借助時(shí)間表幫助學(xué)生了解奧黛麗.赫本的一生,讓學(xué)生在閱讀文章前便理清文章的脈絡(luò)。這樣的教學(xué)方式可以避免出現(xiàn)因?yàn)樯~的干擾而影響對(duì)文章整體把握的情況。In 1929→at a very young age→In 1951→shortly after→In 1989 →In 1991→In 1992→In 1993.學(xué)生在閱讀完文章后,可以進(jìn)一步細(xì)化,對(duì)某些有特殊意義的年代添加細(xì)節(jié)信息,有助于文本梳理。
4.破解閱讀過程中的長(zhǎng)句。
(1) 剔出從句單獨(dú)理解。After leaving school, Hawking went first to Oxford University where he studied physics, then he went to Cambridge where he studied cosmology .
(2)以動(dòng)詞為線索,拋開語法直接理解。When a cup of tea is put on a tea table before you or sent to your hands, you will say “Thank you” and receive it with two hands, not one hand, or they will think you are ill-mannered .
(3)抓住關(guān)鍵詞,弄清目絡(luò),按序理解。It can show politeness, reported speech and conditionals such as the First——probability——if I can come to your party, I will; the Second——improbability——if I saw you tomorrow, Id give you the book; and the Third——impossibility (meaning it is too late to change something that has happened)——if you have told me, I would have helped you.
(4)借助標(biāo)點(diǎn)符號(hào)自身含義,幫助理解。I see such a difference in New York City, for example, from when I first moved here more than 20 years ago: people rushing into lifts without giving those inside a chance to get off first, never saying thank you when others hold a door open for them, or please when they want a classmate to hand them something.
破解長(zhǎng)句方法:1.找謂語,定主語;提主干,去枝葉;尋關(guān)鍵,辨邏輯;看搭配,防分隔。2.抓住句子主干,再把句子中涉及的其它成分,如插入語、非謂語形式、各類從句摘出來。
教師應(yīng)該根據(jù)學(xué)生已有的閱讀能力,激發(fā)學(xué)生的閱讀興趣,教給學(xué)生適合其自身的閱讀策略并輔以有效的課外閱讀,使學(xué)生養(yǎng)成良好的閱讀習(xí)慣,掌握正確的閱讀方法。
【作者簡(jiǎn)介】張扣珍,揚(yáng)州市江都區(qū)第二中學(xué)。