在高中英語閱讀教學(xué)中引導(dǎo)學(xué)生解讀文本的實(shí)踐探索

1、 在高中英語閱讀教學(xué)中引導(dǎo)學(xué)生解讀文本的實(shí)踐探索 玉環(huán)縣玉城中學(xué) 許 玲 在高中英語閱讀教學(xué)中引導(dǎo)學(xué)生解在高中英語閱讀教學(xué)中引導(dǎo)學(xué)生解讀文本的實(shí)踐探索讀文本的實(shí)踐探索 1.著眼于語言知識(shí)點(diǎn)的講解，未能把課文閱讀教學(xué)提高到篇章的概念。 2.關(guān)注課堂環(huán)節(jié)熱鬧，忽視了文本的深入解讀,課堂流于形式。3.教師代替學(xué)生解讀，學(xué)生被動(dòng)完成教師的課堂任務(wù)，缺乏主動(dòng)與文本對(duì)話的機(jī)會(huì)。 存在問題：存在問題：引導(dǎo)學(xué)生解讀文本的意義：引導(dǎo)學(xué)生解讀文本的意義： 1. 有助于學(xué)生深入感知與體驗(yàn)文本2. 有助于培養(yǎng)學(xué)生閱讀興趣與能力3. 有助于學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣實(shí)踐與思考：實(shí)踐與思考： 1. 解讀文章體裁一、教師多元解

2、讀文本，分析文本解讀重點(diǎn)一、教師多元解讀文本，分析文本解讀重點(diǎn)2. 解讀文本標(biāo)題3. 解讀文本信息與篇章結(jié)構(gòu) 4. 解讀語言知識(shí) 5. 解讀情感態(tài)度與文化意識(shí) 記敘文： 說明文 議論文： 應(yīng)用文： 文學(xué)作品： 時(shí)間，地點(diǎn)，人物，事件的起因、經(jīng)過與結(jié)果 (說明事物、闡明事理）：說明對(duì)象、對(duì)象特征，說明方法，說明順序 論點(diǎn)、論據(jù)、論證 主題，為誰而寫，寫作目的，文章的格式和結(jié)構(gòu) 小說：人物形象、故事情節(jié)、環(huán)境描寫、主題思想 戲?。喝宋镄蜗蟆⒚軟_突、舞臺(tái)說明說明方法:in the order of time說明順序:例例： book 2 unit 3 who am i? （expository w

3、riting ）說明對(duì)象:對(duì)象特征: what type of writing is the passage who am i? what should we focus on when reading an expository writing? what does the writer mainly talk about in this passage? how do you know?changes of computers what changes have taken place to the computer? in what order does the writer tell

4、us its changes? can you find out the detailed information about the changes in each aspect at different times? name size & shapeintelligence & application what is paragraph 2 mainly about? how did its memory improve? what does this paragraph serve as? this is a method to develop an expository writin

5、g. besides this, what other methods are used in the passage? find some information to support your idea.cause and effect(因果分析法)examplescomparison & contrastlisting思考一思考一1. 教師分析文本解讀重點(diǎn)時(shí)，除了站在自身視角，還要學(xué)會(huì)從學(xué)生的視角看文本，尊重學(xué)生的認(rèn)知心理和學(xué)習(xí)習(xí)慣，準(zhǔn)確定位教學(xué)目標(biāo)，抓住解讀切入點(diǎn)。 2. 教師還可根據(jù)解讀重點(diǎn)，尋找相關(guān)文本來拓展課外閱讀，分階段強(qiáng)化訓(xùn)練學(xué)生對(duì)不同文體和不同角度的解讀能力，使學(xué)生掌握穩(wěn)定

6、的、可以借鑒的解讀方式，提高閱讀速度與效果。二、教師設(shè)置課前任務(wù)，引領(lǐng)學(xué)生走進(jìn)文本二、教師設(shè)置課前任務(wù)，引領(lǐng)學(xué)生走進(jìn)文本實(shí)踐與思考：實(shí)踐與思考：1 1、限制性課前解讀任務(wù)、限制性課前解讀任務(wù)（第一階段：學(xué)生處于英語閱讀習(xí)慣培養(yǎng)的初期，獨(dú)立文本解讀能力弱。）例： a night the earth didnt sleep 解讀標(biāo)題: what does the title mean? which word in the title catches your eye? why? 解讀信息與結(jié)構(gòu)：main idea of each parttopic sentence & key words for

7、 detailed information_(para. 1)topic sentence:_detailed information: rose and fell; _(paras.23)topic sentence:_detailed information: cut across; _topic sentence:_detailed information: were gone;_ _(para. 4)topic sentence:_detailed information: sent; _ 解讀語言:i. read the passage again and find out prop

8、er words according to the following meanings.1) _: a terrible event that kills a lot of people or causes a lot of damageii. find out proper phrases according to the following meanings.1) _: destroyed or severely damagediii. find out the word or phrase in each sentence that catches your eye and expla

9、in the reasons.1) slowly, the city began to breathe again.iv. guess why the following sentences impress miss xu.1) hard hills of rock became rivers of dirt. 二、教師設(shè)置課前任務(wù)，引領(lǐng)學(xué)生走進(jìn)文本二、教師設(shè)置課前任務(wù)，引領(lǐng)學(xué)生走進(jìn)文本實(shí)踐與思考：實(shí)踐與思考：1 1、限制性課前解讀任務(wù)、限制性課前解讀任務(wù)（第一階段：學(xué)生處于英語閱讀習(xí)慣培養(yǎng)的初期，獨(dú)立文本解讀能力弱。）2 2、半限制性課前解讀任務(wù)、半限制性課前解讀任務(wù)（第二階段: 學(xué)生英語閱

10、讀習(xí)慣基本養(yǎng)成，具有一定的文本解讀分析能力。）例： book 4 unit 2 a pioneer for all people 解讀信息: notes about yuan longpingoccupation: _ _: _ _: _ _: _ _:_ _: _: _ 解讀標(biāo)題與篇章結(jié)構(gòu):1）why is dr yuan called a pioneer for all people?2）what is the main idea of each paragraph? 解讀語言:1) find out fifteen words or phrases that impress you mo

11、st.2) find out the sentence you find most difficult and try to solve the problem with others help.3) find out the sentence that impresses you most and tell why. 二、教師設(shè)置課前任務(wù)，引領(lǐng)學(xué)生走進(jìn)文本二、教師設(shè)置課前任務(wù)，引領(lǐng)學(xué)生走進(jìn)文本實(shí)踐與思考：實(shí)踐與思考：1 1、限制性課前解讀任務(wù)、限制性課前解讀任務(wù)（第一階段：學(xué)生處于英語閱讀習(xí)慣培養(yǎng)的初期，獨(dú)立文本解讀能力弱。）2 2、半限制性課前解讀任務(wù)、半限制性課前解讀任務(wù)（第二階段: 學(xué)

12、生英語閱讀習(xí)慣基本養(yǎng)成，具有一定的文本解讀分析能力。）3 3、開放性課前解讀任務(wù)、開放性課前解讀任務(wù)（第三階段: 學(xué)生具有較強(qiáng)的獨(dú)立解讀文本的能力。）思考二思考二1.教師在設(shè)置課前任務(wù)時(shí)，應(yīng)考慮到學(xué)生不同階段的能力水平，循序漸進(jìn)地發(fā)展學(xué)生的解讀能力。 2.課前任務(wù)目標(biāo)要明確，突出文本重難點(diǎn)的解讀，要求要具體，能誘發(fā)學(xué)生思考。 3.在學(xué)生自主解讀文本后，教師要及時(shí)檢查或批改，了解學(xué)生解讀情況，以便于有針對(duì)性地設(shè)計(jì)和開展課堂教學(xué)活動(dòng)。三、教師設(shè)計(jì)課堂活動(dòng)，引領(lǐng)學(xué)生深入文本三、教師設(shè)計(jì)課堂活動(dòng)，引領(lǐng)學(xué)生深入文本 實(shí)踐與思考：實(shí)踐與思考： 以book 4 unit 2 a pioneer for al

13、l people 為例。思考三思考三1. 課堂教學(xué)并不是課前解讀的簡(jiǎn)單呈現(xiàn)，教師應(yīng)根據(jù)教學(xué)目標(biāo)，把文本各角度的解讀自然地融合在一起，設(shè)計(jì)層層遞進(jìn)的任務(wù)引導(dǎo)學(xué)生逐步深入理解文本，提高解讀能力。 2. 課堂應(yīng)以學(xué)生為主體，應(yīng)給予學(xué)生足夠的時(shí)間思考、展示與分享解讀成果。對(duì)于學(xué)生解讀的局限性，教師不要輕易否定，多一些尊重與交流，并要適時(shí)地進(jìn)行點(diǎn)撥，引導(dǎo)學(xué)生準(zhǔn)確把握文意、靈活運(yùn)用閱讀技巧。實(shí)踐與思考：實(shí)踐與思考：四、教師創(chuàng)設(shè)課后任務(wù)，引領(lǐng)學(xué)生走出文本四、教師創(chuàng)設(shè)課后任務(wù)，引領(lǐng)學(xué)生走出文本1、情境式任務(wù)、情境式任務(wù)2、遷移式任務(wù)、遷移式任務(wù)3、自創(chuàng)式任務(wù)、自創(chuàng)式任務(wù) top ten people who

14、moved china please act as the host or hostess and deliver an awarding speech with the help of the following: born into a poor farmers family, he . he born into a poor farmers family, he . he lets welcome yuan longpinglets welcome yuan longping, a pioneer for all people., a pioneer for all people.1、情

15、境式任務(wù)、情境式任務(wù) 本周校報(bào)英語專欄主題為人物介紹，請(qǐng)寫一篇短文，介紹你校 “學(xué)校之星” 李華情況，并闡述他對(duì)你的激勵(lì)作用。外表外表皮膚黝黑，體瘦但很結(jié)實(shí)主要事跡主要事跡帶領(lǐng)同學(xué)在食堂后面的空地上種植蔬菜，使很多同學(xué)懂得珍惜食物在校表現(xiàn)在校表現(xiàn)學(xué)習(xí)勤奮、充分利用業(yè)余時(shí)間充實(shí)自己關(guān)愛他人、樂于助人關(guān)注校園問題、積極尋找解決方法夢(mèng)想夢(mèng)想擴(kuò)大土地面積，讓更多的同學(xué)參與種植，幫助同學(xué)擺脫浪費(fèi)糧食的壞習(xí)慣對(duì)你的激對(duì)你的激勵(lì)作用勵(lì)作用結(jié)合實(shí)際談一至兩點(diǎn)。目標(biāo)語言目標(biāo)語言： sunburnt, struggle, disturbing; equip; search for; expand; thanks

16、to; be satisfied with; care for; rid of; make a difference to; consider sb. ( to be/ as); make it possible for sb. to do sth.; would rather 開頭開頭： although he has won the title of school star, li hua considers2、遷移式任務(wù)、遷移式任務(wù)3、自創(chuàng)式任務(wù)、自創(chuàng)式任務(wù)book 3 unit 1 festivals and celebrations:請(qǐng)選擇部分或全部詞匯寫段落：admire; gat

17、her; gain confidence; a feast for the eyes; win an award for; look forward to (doing) sth.; have fun (with sb.); for a little while; day and night jane has been looking forward to becoming a painter since she went to an art gallery two years ago. the paintings on show were a feast for the eyes. peop

18、le gathered to see the paintings and admired them with excitement, so did jane. these paintings planted a seed of dream in her heart. jane spent her holidays learning to paint. the she won an award for painting later, which gained her a lot of confidence. jane thought it was the best reward for her hard work. she stuck to painting and built up a bright future for herself. she worked hard day and night and only had a short rest. jane has fun painting and regards her paintings as her devo