立足文本解讀強化閱讀能力

1、立足文本解讀 強化閱讀能力長汀一中 修紅英2017.9.28 龍巖龍巖市高三英語骨干教師培訓(xùn)主辦單位：龍巖市教科院主要內(nèi)容一、英語閱讀教學(xué)現(xiàn)狀分析二、為什么要進行文本分析三、如何進行文本分析四、案例分析一、英語閱讀教學(xué)現(xiàn)狀分析高一、高二每周上幾節(jié)閱讀課？其他時間做什么？高三的閱讀課上什么內(nèi)容？閱讀理解題如何講解？一、英語閱讀教學(xué)現(xiàn)狀分析模式化簡單化（知識）技能（概括段意；獲取關(guān)鍵信息）淺層理解（基本事實）角度單一（成人思維）高階思維缺乏二、為什么要進行文本分析英語學(xué)科核心素養(yǎng)四要素（兩能兩品） 語言 學(xué)習(xí) 思維 思維 文化能力 能力 品質(zhì) 品質(zhì) 品格 英語學(xué)科核心素養(yǎng)關(guān)鍵能力 必備品格英語學(xué)科

2、核心素養(yǎng)四要素內(nèi)涵語言能力：英語學(xué)科核心素養(yǎng)的基礎(chǔ)要素。指在社會情境中，以聽、說、讀、看、寫等方式理解和表達意義的能力，包括在此過程中形成的語言意識和語感。 “看”：viewing，通常指利用多模態(tài)語篇中的圖形、表格、動畫、符號以及視頻等理解意義的技能。理解這類語篇，除了需要使用傳統(tǒng)的文本閱讀技能之外，還需要觀察圖表中的信息，理解符號和動畫的意義。鑒于這種技能在新媒體時代日趨重要，本課標在語言技能中增加了“看”的技能。 語感的培養(yǎng)不可靠說、教，只有大量的實踐，大量的閱讀才能達到。教師不能只關(guān)注課堂的形式，而應(yīng)關(guān)注課堂的內(nèi)容。沒有內(nèi)容，就沒有語言。英語學(xué)科核心素養(yǎng)四要素內(nèi)涵文化品格：指對中外文化

3、的理解和對優(yōu)秀文化的認同，是學(xué)生在全球化背景下表現(xiàn)出的文化意識、人文修養(yǎng)和行為取向。思維品質(zhì)：指人的思維個性特征，反映其在思維的邏輯性、批判性、創(chuàng)新性等方面所表現(xiàn)的水平和特點。學(xué)習(xí)能力：指學(xué)生積極運用和主動調(diào)適英語學(xué)習(xí)策略，拓寬英語學(xué)習(xí)渠道，提升英語學(xué)習(xí)效率的意識和能力。英語學(xué)科核心素養(yǎng)四要素的關(guān)系語言知識構(gòu)成基礎(chǔ)要素文化品格體現(xiàn)價值取向思維品質(zhì)呈現(xiàn)心智特征學(xué)習(xí)能力形成發(fā)展條件英語課程內(nèi)容整合 分割的內(nèi)容 整合的內(nèi)容語言知識語法功能話題語言技能聽說讀寫主題語境語篇類型語言知識文化知識語言技能學(xué)習(xí)策略學(xué)習(xí)策略文化品質(zhì)價值觀語音詞匯 六要素的整合 主題語境：人與自我，人與社會，人與自然語篇類型：口

4、語、書面語、應(yīng)用文、記敘文、議論文、說明文、新聞體語篇語言知識：詞匯知識、語法知識、語篇知識、語用知識文化知識：中外優(yōu)秀人文與科學(xué)知識語言技能：聽、說、讀、看、寫學(xué)習(xí)策略：認知策略、元認知策略、交際策略、情感策略二、為什么要進行文本分析 有效的教學(xué)設(shè)計首先取決于教師對文本解讀的水平，它直接影響學(xué)生的學(xué)習(xí)體驗程度、認知發(fā)展的維度、情感參與的深度和學(xué)習(xí)成效的高度。因此，提高文本解讀的能力，是基于語篇內(nèi)容培養(yǎng)學(xué)生學(xué)科核心素養(yǎng)，提高課堂教學(xué)實效和學(xué)生學(xué)習(xí)質(zhì)量的關(guān)鍵。 王薔解讀體裁解讀作者解讀文本解讀結(jié)構(gòu)解讀語意解讀語言 解讀策略 三、如何進行文本分析三、如何進行文本分析 文本多元解讀的基本框架解讀文本

5、 解讀文本：什么體裁 解讀作者：作者有關(guān)信息；標題背后的寫作意圖，核心內(nèi)容是什么？ 解讀結(jié)構(gòu)：語言結(jié)構(gòu)如何構(gòu)成？文本主線是什么？形式如何形成連貫？意義如何形成連貫？篇章結(jié)構(gòu)如何解構(gòu)？ 解讀語意：淺層次：文化背景如何？細節(jié)信息、事實信息哪些值得剖析？ 深層次：主旨大意是什么？行文特點是什么？行文有何邏輯關(guān)系？核心觀念是什么以及如何生發(fā)？理解中的難點是什么？文中蘊含了怎樣的情感價值觀？文中觸人心弦的重點是什么？展現(xiàn)了怎樣的文化內(nèi)涵？應(yīng)追求怎樣的獨特的認識與共性知識，多元文化與普遍價值的關(guān)系？ 解讀語言：展現(xiàn)了怎樣的語言美？結(jié)構(gòu)美？印象最深刻的句子是什么？（如：詞、短語表達、句式結(jié)構(gòu)、修辭手法、寫作

6、技巧、關(guān)聯(lián)方式等） 解讀策略：文本涵蓋了那些閱讀技能與策略培養(yǎng)的關(guān)鍵點？閱讀應(yīng)重點關(guān)注那些策略與技能？ 三、如何進行文本分析解讀語篇思維模式解讀語篇信息邏輯解讀文化背景解讀情感體驗解讀批判性思維 張強 徐麗三、如何進行文本分析Read the linesRead between the linesRead beyond the lines閱讀理解的層次A. 對文本符號進行意義的解碼和建構(gòu)B. 深入探究語言背后的隱含意義C. 批判性地認識文本的核心問題 文本解讀的角度 主題意義作者意圖語言修辭文體結(jié)構(gòu)主要內(nèi)容WhatWhyHow三、如何進行文本分析What: 語篇的主題和內(nèi)容是什么？Why: 語

7、篇的深層涵義是什么？也就是作者或說話人的意圖、情感態(tài)度或價值取向是什么？How: 語篇具有什么樣的文體特征、內(nèi)容結(jié)構(gòu)和語言特點？也就是作者為了恰當表達主題意義選擇了什么樣的文體形式、語篇結(jié)構(gòu)和修辭手段？語篇知識語篇中的銜接和連貫手段（代詞等）主題句、過渡句的位置正式與非正式語篇的語言特征不同文體語篇的寫作目的和結(jié)構(gòu)特征從文本解讀入手，優(yōu)化教學(xué)設(shè)計以知識為本的教師，把文本作為語言知識學(xué)習(xí)的平臺，教學(xué)的中心圍繞詞匯和語法知識的學(xué)習(xí)進行，導(dǎo)致碎片化教學(xué)，難以轉(zhuǎn)化為學(xué)生的能力。以技能為主的教師，把文本作為信息提取的資源，教學(xué)中心從關(guān)注知識轉(zhuǎn)向關(guān)注技能，但模式化、表層化的教學(xué)導(dǎo)致忽略主題意義的探究，思維

8、培養(yǎng)確實，情感態(tài)度價值觀培養(yǎng)貼標簽，難以使學(xué)生形成分析問題和解決問題的能力。以學(xué)科育人為本的教師，拿到文本后首先關(guān)注到主題意義，主要內(nèi)容和作者觀點及其背后所隱含的價值取向；其次是服務(wù)于主題、內(nèi)容和觀點的結(jié)構(gòu)和語言知識。四、案例分析 （一）Book 1 Unit 1 Friendship Reading: Annes best friendI wonder if its because I havent been able to be outdoors for so long that Ive grown so crazy about everything to do with nature.

9、I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. Thats changed since I was here.Sadly I am only able to look at nature through dirty curtains hanging before very dusty windows. Its no pleasure looking th

10、rough these any longer because nature is one thing that really must be experienced. 四、案例分析 （二）A poem 40- love middle aged couple playing ten nis when the game ends and they go home the net will still be be tween them 四、案例分析 （三）（北師大版七年級下冊） An animal story In 1969, John Rendall and his friend Anthony

11、Bourke saw a cute baby lion in a shop in London. They took him home and called him Christian. John and Anthon looked after him very well. They took him for walks and played with him every day. They drove him around the city in their car and even took him to the beach. Christian lived with John and A

12、nthon happily for about a year. He was never angry and was not dangerous. However he grew very quickly. Soon, he became very big. He was very strong and heavy, too. Clearly, he couldnt live with John and Anthon any more, so they took him to Africa. At first it was not easy, but slowly, he learned an

13、d did well. After a year, John and Anthon went back to Africa. They wanted to see Christian again. But would Christian remember them? It took a long time, but they finally found Christian with a few other lions. What happened? Christian walked over slowly. Then suddenly he recognized them! He ran ov

14、er and jumped up on them. He didnt hurt them. He hugged them warmly. They couldnt believe it! John and Anthon visited Christian again a few years later. Christian was with other lions and his babies this time. He still recognized them and ran over, but he was too big and knocked them down easily. Jo

15、hn and Anthon were sad to leave him, but they were also happy. Christian now lives freely in Africa.案例分析（四) 2017年高考全國卷一閱讀理解題B篇 I work with Volunteers for Wildlife, a rescue and education organization at Bailey Arboretum in Locust Valley. Trying to help injured, displaced or sick creatures can be hea

16、rtbreaking; survival is never certain. However, when it works, it is simply beautiful. I got a rescue call from a woman in Muttontown. She had found a young owl(貓頭鷹) on the ground. When I arrived, I saw a 2-to 3-week-old owl. It had already been placed in a carrier for safety. I examined the chick(雛

17、鳥) and it seemed fine. If I could locate the nest, I might have been able to put it back, but no luck. My next work was to construct a nest and anchor it in a tree. The homeowner was very helpful. A wire basket was found. I put some pine branches into the basket to make this nest safe and comfortabl

18、e . I placed the chick in the nest, and it quickly calmed down. Now all that was needed were the parents, but they were absent. I gave the homeowner a recording of the hunger screams of owl chicks. These advertise the presence of chicks to adults; they might also encourage our chick to start calling

19、 as well. I gave the owner as much information as possible and headed home to see what news the night might bring. A nervous night to be sure, but sometimes the spirits of nature smile on us all! The homeowner called to say that the parents had responded to the recordings. I drove over and saw the c

20、hick in the nest looking healthy and active. And it was accompanied in the nest by the greatest sight of all LUNCH！The parents had done their duty and would probably continue to do so.24.Whatisunavoidableintheauthorsrescueworkaccordingtoparagraph1?A. Effortsmadeinvain.B. Gettinginjuredinhiswork.C. F

21、eelinguncertainabouthisfuture.D. Creaturesforcedoutoftheirhomes.25.WhywastheauthorcalledtoMuttontown?A. Torescueawoman.B. Totakecareofawoman.C. Tolookatababyowl.D. Tocureayoungowl.26.Whatmadethechickcalmdown?A.Anewnest.B. Somefood.C.Arecording.D. Itsparents.27.Howwouldtheauthorfeelabouttheoutcomeoftheevent?A. Itsunexpected.B.Itsbeautiful.C.Itshumorous.D.Itsdiscouraging.培養(yǎng)思維品質(zhì)的閱讀教學(xué)模式：Reading circles（以Bo