论文标题:高中英语阅读教学研究
A Study on the English Reading Instruction for High School Students
论文作者 赵凤玉
论文导师 陈吉棠,论文学位 硕士,论文专业 教育
论文单位 广西师范大学,点击次数 165,论文页数 39页File Size363k
2003-04-01论文网 http://www.lw23.com/lunwen_4656082/ 高中英语；阅读理解能力；阅读技巧；阅读教学策略
English for high school；reading competence；reading skills；strategies of reading instruction
阅读理解是学好语言必不可少的基本技能，是掌握语言知识、提高语言应用能力和自学能力、获取信息的基础，也是对学生进行素质教育的一个组成部分。就英语教学而言，高中阶段是培养学生阅读技能的起始阶段，意义非常重大。我国颁布的中学英语教学大纲明确强调了英语阅读的重要性。新课程标准（2000）再次重申：高级中学英语教学应进一步巩固基础知识，发展听、说、读、写的基本技能，侧重培养阅读能力，为学生继续学习、运用英语打好基础。国内外学者在英语阅读教学方面的研究已取得很大的成绩，发表的相关文章和论著不胜枚举。本文旨在前人研究的基础上，以具体的调查分析为依据，以多年的中学英语教学实践为基础，以现代语言教学理论为指导，探讨高中英语阅读教学相关问题。虽然语言学家对阅读下的定义不同，但其核心意义却是一致的，即阅读是一种复杂的、主动思维的心理活动，是读者根据自己已有的知识经验和已知的信息对书面信息进行筛选、验证、加工和组合的思维过程，是一个认知和言语交际的过程。这一过程的完成需要读者利用逐渐掌握的阅读技能，领会作者通过语言符号表达的意图，使这些符号意义化，从而达到与作者思想沟通。阅读过程实质上就是对语言信息的理解过程。阅读是一个输入过程，是人的一种综合能力的体现。读者对语言符号的不同处理方式会导致阅读的正确理解率和阅读速度的差异。经过实际观察与调查统计发现，目前高中学生在阅读方面普遍存在阅读方法不当、阅读速度缓慢、理解能力较低的现象。造成这种现象的因素主要有两个：语言因素，即语言思维及运用能力、语言知识、词汇量等；非语言因素，包括阅读方法与技巧、情感因素、文化背景知识、阅读习惯和教师阅读教学的方式、方法等。古人云，授人以鱼，不如授人以渔。中学英语阅读教学的目的是教给学生阅读的方法，训练他们的阅读技巧，培养和提高他们的阅读理解能力，为进一步学习奠定基础。因此，积极有效的阅读教学活动应该以学生为主体，教师应把阅读课作为一门技能训练课来教，要指导学生积极参与阅读活动，结合阅读的需要，将阅读活动从课内延伸到课外，进而改变学生缺少阅读实践的现状。在课堂教学中应始终把阅读方法和技巧的训练作为重点，强调对不同篇章结构的分析、理解，学会在阅读过程中有目的地去预测、思考和获取信息，并对所获信息进行分析、推理和判断，从而正确地理解文章的宗旨，领会作者的意图。要实现这一目标，教师在阅读教学中应采取以下策略：通过讨论、提问来训练英语思维能力；利用找关键句、略读及预测等手段来训练阅读技巧；利用上下文的联系、句法和构词法知识来提高推测词义能力；通过合理的选材激起学生的阅读兴趣，扩大阅读量，以增加和巩固学生的文化背景知识；引导学生把书面知识与日常生活经验结合起来，提高阅读理解能力，培养良好的阅读习惯。本文首先阐述阅读的重要性，评析阅读的概念；继而通过对调查的数据进行分析，找出高中学生英语阅读中存在的普遍问题；最后，从教师和学生在阅读中如何发挥作用入手，提出解决问题的建议与措施。
Reading is an essential ability to learn a language. It is the foundation of mastering a language as well as a main tool to obtain information. It is also a central part of carrying out quality education in the teaching of English in high school. In regard to English teaching, high school is a start to train students" reading skills and strategies. So, how to teach reading is of great importance. The English Syllabus for High School that our country has promulgated definitely emphasizes the importance of reading in English teaching. The new curriculum standard (2000) reiterates: High school English teaching should make the students" basic knowledge stronger and develop their four basic language abilities of listening, speaking, reading and writing, laying emphasis on the training of their reading ability, so that they can have a solid foundation for the further studies and for the use of English in the future. Scholars at home and abroad have made many researches on English reading teaching and have a lot with many related articles and works published. In the light of all these researches and achievements that have achieved and according to the specific way of inquisition analysis and my several years of English teaching practice in high school , this thesis aims to probe into the problems of high school students" English reading guided by some modern language teaching theories.Although different linguists have defined reading differently, its core meaning is consistent. That is, reading is a complex and active process of psychoanalysis. In this process, the reader sifts the encoded message to concrete information, sorts out and selects what he/she needs, checks it and then reconstructs the information they need. This is a cognitive process of communication between the reader and the writer, in which the reader will refer to his/her own experience and the information in his/her brain. To carry out the communication, the reader should understand what the writer is trying to suggest and explain in the encoded message and make all the language codes meaningful by using some reading skills and strategies. So, the process of reading is actually a process of obtaining information from the encoded language. This is a process of inputting as well as a kind of integrated ability. Different ways of dealing with the encoded language will surely affect the comprehension and reading speed. Through my own teaching experience as well as practical observation and analysis of statistics, I find that most high school students have such problems in their reading as follows: inappropriate methods of reading, low reading speed and inefficient comprehension. These results lie in two main factors: linguistic factors and non-linguistic factors. Linguistic factors include abilities of thinking in English and the abilities of using it, knowledge of English and vocabulary. Non-linguistic factors include reading skills and strategies, affection (interest, motivation, attitudes, beliefs),background knowledge, reading habits and the teachers" way of conducting reading classes.As the old saying goes, to give a man a fish, he can only eat for a short time. If you tell him how to fish, he will benefit by this for an age. When we teach reading in senior school, we hold the objective to develop students" language competence of communication with the writer. We should regard reading as an actual developing process of mastering reading skills and strategies. So, the procedure of reading should be student-determined. In reading classes, the teacher should train students how to read and stimulate them to participate in reading and discussing so as to guide them to an active and effective reading. When necessary, students should be instructed to combine what they read in class with what they have learned outside class, so that they can have enough practice in reading. In a reading class, the training of reading skills and strategies should come first and emphasis should be laid on the analysis and understanding of the context and st
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