简介:摘要随着新一轮课程改革的持续深入,在初中语文教学中有效培养学生的自主阅读能力,已经成为初中语文教学的一种趋势。在初中语文阅读教学中,组织学生以自主阅读的形式进行学习,能够改变传统的教学模式,在教学中充分凸显学生的主体地位,让学生能够更加积极主动地进行学习。
简介:a recent approach to teach reading emphasizes pre-reading preparation of learners in a reading lesson plan. Working with learners before they begin reading a text helps them get more involved.[16] P78 First,and will not aid learners in developing reading competence.Holistic reading instruction should be emphasized in the teaching of English reading. The teacher should design the corresponding reading curriculum in order to train the ability of holistic reading. The essential target of the trainings that enable learners to manoeuvre the scheme knowledge they have and strengthens the ability of forecast and proving. The ability of forecast is most important. Teachers should teach learner how to find out the topic word/key word in a certain sentence and the topic sentence and topic paragraph in a certain passage. A holistic reading instruction must be communicative,learners learn to read by reading a lot.
简介:never should one overlook the importance of the use of background knowledge and reasoning. The whole process of reading should be a process during which the bottom-to-top model and top-to-bottom model work alternatively and interact with each other. In this whole process successful readers continue to make use of cues at all levels,hoping to get some inspiration and integrate it effectively into the English reading teaching.The reading process has famously been described as a "psycholinguistic guessing game"[1] P142 in which efficient readers minimize dependence on visual detail by utilizing background knowledge to make predictions and check these against the text. In this paper,readers use their background knowledge to work on meaning.In the Top-down Model of reading
简介:【摘要】阅读,是学习语文的有效途径。阅读是多种人体感觉器官同时参与的综合活动。阅读不仅能丰富学生的知识,满足他们的学习需要,还能提高学生的口语交际能力,帮助他们认识这个世界,与文本产生碰撞,训练学生的语感。阅读还能激发学生自主学习的兴趣。目前,小学阅读教学大多重在理解课文内容、梳理重难点字词句。教师们在教授课文重难点的句段上花费大量时间,但从反馈结果看,学生的学习效果往往并不让教师满意。学生花大量时间和精力学“重难点”内容,但学生的阅读能力并没有提高多少。甚至在课外阅读中,学生并没有学会运用课内学到的阅读策略来解析、理解文章。
简介:对于课外阅读的越来越重视,使得很多学校尝试对其进行课程化建设。但一些认识的误区.影响了课程化建设效益。那种认为课外阅读是“可教”的观点因为影响孩子阅读兴趣的激发、阅读效益的提升、阅读成果的分享以及阅读速度的提高,其实并不合宜;那种认为可以建设“微课程”的课外阅读课程观因为无法应对孩子阅读兴趣的差异、仍然倾向于知识传授以及大量耗费教师的额外精力而影响孩子课外阅读面的拓展,而并不足取;那种认为课外阅读是一种习惯的观点,因为课外阅读本质上非强制而更趋向于一种习性,所以还不到位。实际上,课外阅读具有内容的“尚美”特质、时间的“自由”特质、过程的“不教”特质以及评价的“沙龙”特质,因此,课外阅读的本质应该是闲适性。所以,学校应该在课外阅读课程的闲适性建设上作有益探索,如下实践具有一定启示:一是营造闲适性课外阅读需要的氛围;二是确定闲适性课外阅读的合宜时长;三是提供闲适性课外阅读“沙龙”的场所;四是建立闲适性课外阅读的自愿团队;五是组织闲适性课外阅读的高质读物。总之,学校在闲适性课外阅读课程的建设上应大有作为。