阅读教学

(中学篇)2018年第08期:话题视角下高中英语阅读课第二课时的磨课实践(江苏:王为忠;附PDF下载)

 
 
【摘  要】随着新课程标准的实施和课堂教学改革的深化,话题在语言知识学习中的载体作用越发突出。本文从理论和实践两个方面阐述了 当前话题视角下高中英语阅读课第二课时中存在的主要问题,并以一节公开课的磨课实践为例,从读前活动、读中活动和读后活动三个层面,探究了话题视角下高中英语阅读课第二课时的教学设计策略。
 
【关键词】话题;阅读课;阅读教学;第二课时;磨课
 
 
 
一、引言
 
当前高中英语阅读课普遍分为两个课时,第一课时整体理解文本,主要用来梳理文本背景知识,提炼文章主旨,概括语段大意,筛选细节信息,推理逻辑关系等;第二课时学习语言知识,在理解文本的基础上学习词汇、句法及语法等语言知识。

(中学篇)2018年第12期:探究式学习在高中英语阅读课中的运用(重庆:杨静)一文涉及的教学内容

 COME AND EAT HERE (1) 
 
Wang Peng sat in his empty restaurant feeling very frustrated. It had been a very strange morning. Usually he got up early and prepared his menu of barbecued mutton kebabs, roast pork, stir-fried vegetables and fried rice. Then by lunchtime they would all be sold. By now his restaurant ought to be full of people. But not today! Why was that? What could have prepared. He thought of his mutton, beef and bacon cooked in the hottest, finest oil. His cola was sugary and cold, and his ice cream was made of milk, cream and delicious fruit. “Nothing could be better,” he thought. Suddenly he saw his friend Li Chang hurrying by. “Hello, Lao Li,” he called. “Your usual?” But Li Chang seemed not to hear. What was the matter?

(中学篇)2018年第12期:对六要素整合的高中英语学习活动观的认识与实践(陕西:王兰英)一文涉及的教学内容

 
A Pioneer for All People
 
Although he is one of China's most famous scientists, Yuan Longping considers himself a farmer, for he works the land to do his research. Indeed, his sunburnt face and arms and his slim, strong body are just like those of millions of Chinese farmers, for whom he has struggled for the past five decades. Yuan Longping grows what is called super hybrid rice. In 1973, he became the first agricultural pioneer in the world to grow rice that has a high output. This special strain of rice makes it possible to produce 20% more of the crop in the same fields. Now more than 60% of the rice produced in China each year is from this hybrid strain.
 
Born in 1930, Yuan Longping graduated from Southwest Agricultural College in 1953. Since then, finding ways to grow more rice has been his life goal.

(中学篇)2018年第12期:初中英语阅读教学中的文本解读实践(江苏:许颖;附PDF下载)

 
【摘  要】初中英语阅读教学的文本可以从文体、内容、语言三个角度进行解读,引导学生通过分析体裁特征和剖析篇章结构,提取文本主线和理清文本脉络;通过思维导图、表格和图片信息,提炼重要细节,形成文本大纲;通过阐释核心词汇、分析句法特征和赏析修辞手法,体验作者的情感态度。

(中学篇)2018年第10期:谈核心素养培养视域下的文本解读和阅读活动设计——以一节一课三构课为例(浙江:吕秋萍)一文涉及的教学内容


What Do No. 5 High School Students Do in Their Free Time?
 
Last month we asked our students about their free time activities. Our questions were about exercise, use of the Internet and watching TV. Here are the results.
 
We found that only fifteen percent of our students exercise every day. Forty-five percent exercise four to six times a week. Twenty percent exercise only one to three times a week.

(中学篇)2018年第09期:从一次同课异构活动谈英语阅读素养在课堂教学中的落实(浙江:孟碧君;附PDF下载)

 
 
【摘  要】阅读教学的目标之一是培养学生的阅读素养。本文结合国内外英语教育观和基础教育阶段学生的英语阅读发展目标,分析了初中英语阅读课堂中存在的问题,并通过对比和分析一次同课异构活动中各环节的教学设计,阐述了如何在英语阅读教学中培养学生的阅读素养。 
 
【关键词】阅读教学;阅读素养;同课异构
 
 
 
  
一、阅读素养的理念
 
前沿国际英语阅读观已“将表达阅读的术语从‘阅读'转变为‘阅读素养',强调读者对阅读的积极投入,并不断丰富着阅读素养的内涵”(张金秀,2017)。

(小学篇)2018年第08期:基于整体视角解读文本的小学英语阅读教学实践(江苏:顾洁;附PDF下载)

 
 
    【摘 要】整体把握文本是阅读教学的重点,是提高阅读能力、提升英语学科素养的钥匙。教师在阅读教学中要树立整体把握文本的意识,并运用整体观念来指导英语阅读教学。本文结合具体教学案例,阐述了基于整体视角实施阅读教学的有效策略,旨在全面提升学生的英语阅读能力。
 
    【关键词】整体视角;文本解读;阅读教学
 
 
 
阅读是语言学习的关键一环,它对学生语言运用能力的形成至关重要。有研究表明,外语阅读有利于学生的语言发展,有利于其阅读能力、写作能力、词汇能力、语法使用能力、口语和听的能力的发展(Krashen, 2004)。
 
对于同一个文本,每个人都会有不同的解读,进而对文本的理解也不尽相同。Goodman(2005)提出的全语言教学理论(Whole Language Approach)强调,语言是整体的,是不可割裂的,否则就破坏了语言的整体性。他认为,语言学习就是应该从整体到部分,这不仅因为“整体总是大于部分之和,部分的价值只有在整体的活动中才能实现”,还因为离开了整体语境的单词、语句都是没有意义的。基于全语言教学理论,教师在处理阅读文本时,也应采用基于整体视角的文本解读法,即通过对文本整体的把握,将文本中出现的因素总结和提炼出来,使文本的解读准确且快捷。

(中学篇)2018年第08期:围绕主题意义的阅读教学实施——以Smart or Harmful 阅读语篇为例(安徽:赵杰、王冠博 )一文涉及的教学内容

 
Smart or Harmful
 
 
If you need to call your parents but your phone is not with you, can you remember their numbers?
 
To remember 11 numbers is not difficult, but because of the smartphone, many of us cannot remember them.
 
Moreover, smartphones weaken our skills at giving directions. We cannot tell the north and the south.

(中学篇)2018年第06期:基于英语学科能力要素框架的高中英语阅读教学课例改进(北京:贺亚丽、马欣、李春芳、冯娟)一文涉及的教学内容

 
 Elias’ Story
 
My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful.
 
I needed his help because I had very little education. I began school at six. The school where I studied for only two years was three kilometers away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard, I got a job in a gold mine. However, this was a time when one had got to have a passbook to live in Johannesburg.
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