高中英语阅读策略的对立统一(2)

针对影响言外阅读的相关因素，根据高考阅读的要求，我们的教学策略是：精选有代表性的教材、资料，阶段侧重，瞄准深层理解、语段功能的识别、生词推测、文章推理等重要检测点，点击要害，以求最优化的效果。

在教学实践中，教会学生运用主题句去推测、揣摩文字背后作者的意图，运用归纳、对比、演绎技能，运用背景知识去挖掘文章深层涵义，正确理解作者的言外之意。同时，指导学生认真体会文章的语气与感情基调（如赞同，否定、厌恶、商量、反问、怀疑、惊叹与讽刺等等），句子背后的标点符号（叹号，问句等）往往暗示作者的原意。此外，还应指导学生注意多次出现的信号词（包括同现词，近义、同义词与反义词等），都有助于找寻文章背后观点的蛛丝马迹。

3、内容与形式

每一项阅读教学活动都有双重任务，既要让学生弄清文章中心内容，又要训练阅读技能，教授新的语言知识。阅读的主要目的是为了获取新的信息，因此读者注意的中心是内容，而非语言形式。为了快速了解作者要传达的信息，教师有必要教授各种阅读技能，如浏览、略读、细读、归纳内容、猜测词义等。但把精力都放在内容上，而完全不注意学习新的语言知识，学习效果也不很理想。正确的教学策略是要把两者结合起来，兼顾双重目的。在讲授教科书时，语言和形式应该并重，后者的重点放在训练阅读技能上，绝不可放过教授新语言知识的机会，主要是语法现象，句型和表达方式的讲授。在学生阅读课外自选材料时，应指导其相应提高速度，遇到生词不要马上查字典，若反复多次出现，应根据上下文猜测其意。待读完某个整体时，再集中识字，查字典，核对词义。

在具体教学过程中，我们的策略是教会学生分步阅读：

(1)快速通读全文以了解文章大意。

(2)细读全文，意在发现难点。

(3)深入理解语言句、段的内容和形式。

(4)细读全文，总体上把握作者的写作意图。

４、课内与课外

课内阅读是指教科书的阅读。教科书的语言规范，题材广泛；有一定的系统性与渐进性，书后大量练习可帮助复习和巩固语言知识，加上精心备课教师的生动讲授，效果事半功倍。但是，有量变才有质变，提高阅读能力，需要广泛阅读以保证量的输入。大纲规定高中英语要有20万字的补充阅读量，近年高考的阅读量一直大幅提高。因此我们的教学策略是课内与课外相结合，课内练质量，课外补数量，以达到质与量的统一。高中阶段可作为英文课外阅读的材料有：同水平的英文教材，童话故事，报刊杂志，侦探小说，以及著名小说的简写本等。大量的课外阅读有利于扩大词汇量，增加背景知识，培养良好阅读习惯。同时注意，挑选课外阅读材料的原则是：

(1)材料要有趣以激发阅读动机。

(2)语言要容易，保证一定的读速以培养阅读技能。

(3)书要薄，文章要短，更容易获得成就感。

(4 )内容要多要广泛，以拓宽视野。

在进行课外阅读时还要有一定的策略，那就是：

(1)先慢后快，新慢旧快，主要慢次要快。

(2)分清难点与重点，精读与泛读相结合，精读重点，泛读与联系主题不大的细节。

(3)猜测词义与查字典有机结合，相得益彰。

三、阅读教学策略的具体运用。

教授阅读方法宜集各家所长，不走极端，这本身就是一种策略。本文从各个不同角度讨论了阅读教学策略的矛盾统一问题。在阅读过程中要执行宏观意识与微观意识相结合的策略，在阅读层次上要执行言内与言外兼顾的策略，在阅读方式上要执行内容与形式并重的策略，在阅读内容上要执行课内与课外相补充的策略。四大策略是阅读共性与个性的有机统一。现在以两篇文章举例子，用以说明阅读策略何以指导阅读实践。

例1．Decision-thinking is not unlike poker—it often matters not only what you think they think you think.① The mental process is similar. Naturally, this card game has often been of considerable interest to people who are, by any standard, good thinkers.

The great mathematician John von Neumann was one of the founders of game theory. In particular, he showed that all games fall into two classes: there are what he called games of ‘perfect information’, games like chess where players can’t hide anything or play tricks: they don’t win by chance, but by means of logic and skills. Then there are games of ‘imperfect information’, like poker, in which it is impossible to know in advance that one course of action is better than another.②

One mistaken idea about business is that it can be treated as a game of perfect information. Quite the reverse. Business, politics, life itself are games which we must normally play with very imperfect information. Business decisions are often made with many unknown and unknowable factors which would even puzzle best poker players. But few business people find it comfortable to admit that they are taking a chance, and many still prefer to believe that they are playing chess, not poker.

1. The subject discussed in this text is______.

A. the process of reaching decisions

B. the difference between poker and chess

C. the secret of making good business plans

D. the value of information in winning games

2. An important factor in a game of imperfect information is ______.

A. rules B. luck C. time D. ideas

本文选自2000年高考阅读题，第一题要求考生围绕整篇短文进行概括和归纳，划线的第一句为主题句，揭示了全文主要内容为. The mental process of reaching decisions故选择A，这里要求学生具有阅读的宏观意识，从划线的第二句可知，因为存在许多未知因素，无法预知采取那种行动更好，要靠运气，故选B。这里要求学生具有言外阅读的技巧。

例2．Back in the year 1995, Mr. Dennis Yeung, the founder of the Organic English Tutorial School, began to notice that many students were desperately looking for tutorial schools which could help them improve their English proficiency. He realized that many local tutorial schools placed too much emphasis on① mechanical drilling② rather than meaningful interaction ③in the areas of writing compositions④ and practicing for the Oral Exam⑤. It was said that⑥ students in these schools were just told to rote-memorize a large number of words and phrases. Mr. Yueng, however, believed that many students went to these tutorial schools simply because there were no better choices. Hence he established the Organic English Tutorial School in the hope of offering quality English tutorial classes.

我们知道，除了本文的内容外，划线部分的①和⑥是本文需要教授的语言形式。在阅读过程中，学生未必知道②至⑤的意思，但是学生只需知道教学重视了②而忽视了③，④和⑤是从属于③的项目，就达到泛读的目的了。在进行课外阅读的时候，要指导学生把精读和泛读结合起来。

参考书目：

文秋芳：《英语学习策略论》，上海外语教育出版社，1996年

华惠芳：“阅读理解中知识提取和信息加工”，《外语界》，2001年第一期