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1、在高中英语阅读教学中引导学生解读文本的实践探索 玉环县玉城中学 许 玲,在高中英语阅读教学中引导学生解读文本的实践探索,1.着眼于语言知识点的讲解，未能把课文阅读教学提高到篇章的概念。,2.关注课堂环节热闹，忽视了文本的深入解读,课堂流于形式。,3.教师代替学生解读，学生被动完成教师的课堂任务，缺乏主动与文本对话的机会。,存在问题：,引导学生解读文本的意义：,1. 有助于学生深入感知与体验文本,2. 有助于培养学生阅读兴趣与能力,3. 有助于学生养成良好的学习习惯,实践与思考：,1. 解读文章体裁,一、教师多元解读文本，分析文本解读重点,2. 解读文本标题,3. 解读文本信息与篇章结构,4.
2、解读语言知识,5. 解读情感态度与文化意识, 记叙文： 说明文 议论文： 应用文： 文学作品：,时间，地点，人物，事件的起因、经过与结果 (说明事物、阐明事理）：说明对象、对象特征，说明方法，说明顺序 论点、论据、论证 主题，为谁而写，写作目的，文章的格式和结构 小说：人物形象、故事情节、环境描写、主题思想 戏剧：人物形象、矛盾冲突、舞台说明,说明方法:,in the order of time,说明顺序:,例： Book 2 Unit 3 Who Am I?,（expository writing ）,说明对象:,对象特征:,What type of writing is the passa
3、ge 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 us its changes? Can you find out the detailed infor
4、mation about the changes in each aspect at different times?,Name,Size & Shape,Intelligence & 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 writing. Besides this, what other methods are used in th
5、e passage? Find some information to support your idea.,Cause and effect(因果分析法),Examples Comparison & Contrast Listing,思考一,1. 教师分析文本解读重点时，除了站在自身视角，还要学会从学生的视角看文本，尊重学生的认知心理和学习习惯，准确定位教学目标，抓住解读切入点。,2. 教师还可根据解读重点，寻找相关文本来拓展课外阅读，分阶段强化训练学生对不同文体和不同角度的解读能力，使学生掌握稳定的、可以借鉴的解读方式，提高阅读速度与效果。,二、教师设置课前任务，引领学生走进文本,实践与思
6、考：,1、限制性课前解读任务（第一阶段：学生处于英语阅读习惯培养的初期，独立文本解读能力弱。）,例： A Night The Earth Didnt Sleep 解读标题: What does the title mean? Which word in the title catches your eye? Why? 解读信息与结构：, 解读语言: I. Read the passage again and find out proper words according to the following meanings. 1) _: a terrible event that kills a
7、 lot of people or causes a lot of damage II. Find out proper phrases according to the following meanings. 1) _: destroyed or severely damaged III. Find out the word or phrase in each sentence that catches your eye and explain the reasons. 1) Slowly, the city began to breathe again. IV. Guess why the
8、 following sentences impress Miss Xu. 1) Hard hills of rock became rivers of dirt. ,二、教师设置课前任务，引领学生走进文本,实践与思考：,1、限制性课前解读任务（第一阶段：学生处于英语阅读习惯培养的初期，独立文本解读能力弱。）,2、半限制性课前解读任务（第二阶段: 学生英语阅读习惯基本养成，具有一定的文本解读分析能力。）,例： Book 4 Unit 2 A Pioneer For All People 解读信息: Notes about Yuan Longping Occupation: _ _: _ _:
9、_ _: _ _:_ _: _ _: _ 解读标题与篇章结构: 1）Why is Dr Yuan called a pioneer for all people? 2）What is the main idea of each paragraph? 解读语言: 1) Find out fifteen words or phrases that impress you most. 2) Find out the sentence you find most difficult and try to solve the problem with others help. 3) Find out t
10、he sentence that impresses you most and tell why.,二、教师设置课前任务，引领学生走进文本,实践与思考：,1、限制性课前解读任务（第一阶段：学生处于英语阅读习惯培养的初期，独立文本解读能力弱。）,2、半限制性课前解读任务（第二阶段: 学生英语阅读习惯基本养成，具有一定的文本解读分析能力。）,3、开放性课前解读任务（第三阶段: 学生具有较强的独立解读文本的能力。）,思考二,1.教师在设置课前任务时，应考虑到学生不同阶段的能力水平，循序渐进地发展学生的解读能力。,2.课前任务目标要明确，突出文本重难点的解读，要求要具体，能诱发学生思考。,3.在学生自
11、主解读文本后，教师要及时检查或批改，了解学生解读情况，以便于有针对性地设计和开展课堂教学活动。,三、教师设计课堂活动，引领学生深入文本,实践与思考：,以Book 4 Unit 2 A Pioneer For All People 为例。,思考三,1. 课堂教学并不是课前解读的简单呈现，教师应根据教学目标，把文本各角度的解读自然地融合在一起，设计层层递进的任务引导学生逐步深入理解文本，提高解读能力。,2. 课堂应以学生为主体，应给予学生足够的时间思考、展示与分享解读成果。对于学生解读的局限性，教师不要轻易否定，多一些尊重与交流，并要适时地进行点拨，引导学生准确把握文意、灵活运用阅读技巧。,实践与
12、思考：,四、教师创设课后任务，引领学生走出文本,1、情境式任务,2、迁移式任务,3、自创式任务,Top Ten People Who 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 Lets welcome Yuan Longping, a pioneer for all people.,1、情境式任务,本周校报英语专栏主题为人物介绍，请写一篇短
13、文，介绍你校 “学校之星” 李华情况，并阐述他对你的激励作用。,目标语言： sunburnt, struggle, disturbing; equip; search for; expand; thanks 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 开头： Although he has won the title of School Star, Li Hua
14、 considers,2、迁移式任务,3、自创式任务,Book 3 Unit 1 Festivals and Celebrations: 请选择部分或全部词汇写段落：admire; gather; 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 s
15、he went to an art gallery two years ago. The paintings on show were a feast for the eyes. People 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 pain
16、ting 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 devoted friends. -By Zhang Lin,思考四,1. 课后任务的设计应突出语言在语境中的综合运用，难度应符合学情，内容应结合文本但又要超越文本.,2. 语言综合运用前，教师应带领学生对重难点语言进行多种形式的操练，以提高语言运用的准确度与灵活度。,3. 学生完成任务后，教师应对任务情况进行反馈，多挖掘学生的亮点，整理学生的精彩语句与文章，鼓励其他学生学习与模仿，既让学生体验运用语言的快乐，又进一步提升学生语言质量。,引导学生解读文本的原则：,1、整体性原则,2、思维性原则,3、主体性原则,4、开发性原则,Thank you for listening!,