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JEFC閱讀課文教學模式探討

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JEFC閱讀課文教學模式探討

社會語言學家Dell Hymes 于1971年在《論交際能力》文中，指出交際能力（communicative competence）包括語法能力（grammatical competence），社會語言學能力（sociolinguistic competence），篇章閱讀能力（discourse competence）和策略能力（strategic competence）培養(yǎng)學生的交際能力重要的一方面就是要注重整體教學，培養(yǎng)學生閱讀理解能力。初中大綱中對“讀”這一技能也作出了明確規(guī)定：“通過三年的英語教學，要使學生能獨立閱讀所學語言知識范圍內(nèi)的材料，生詞率不超過2%，閱讀速度為每分鐘40-50個詞，理解正確率達到70%。”當今社會知識日新月異，科技突飛猛進，為了能滿足社會的發(fā)展需要與學生的興趣愛好，為了能直接地迅速地了解世界科技發(fā)展的最新動態(tài)，學生必須具備良好的閱讀理解能力，英語教學大綱把培養(yǎng)閱讀能力作為目標是符合社會需要的，學生一旦具備了獨立閱讀能力，也就具備了一定的自學能力，為他們今后的學習打下了堅實的基礎(chǔ)，因此提高閱讀能力是每一個學習者必須達到的目標。

縱觀現(xiàn)行初中英語新教材，其中二、三冊平均每一單元就有一篇閱讀材料，在深化素質(zhì)教育的今天，如何利用課本提供的閱讀材料，即課文來培養(yǎng)學生的閱讀理解能力，向45分鐘課堂教學要質(zhì)量是至關(guān)重要的問題。紹興市教研室于1996年6月到1998年8月組織了“面向全體因材施教，大面積提高初中英語教學質(zhì)量”的課題實驗，經(jīng)過近兩年的教學實驗研究，逐步形成了JEFC閱讀課文教學模式。學生的閱讀理解能力和語言運用能力有了明顯提高，取得了一定成績，下面對JEFC閱讀課文教學作一個初步探討。

一、什么是閱讀？

現(xiàn)代心理學和認識語言學等理論認為，閱讀是一種復雜的主動思維的心理活動，是讀者根據(jù)自己的已知信息，已有知識和經(jīng)驗，對信息經(jīng)行體驗，預測和確認的思維過程，也是讀者通過語篇這一媒介與作者相互作用的語言交際行為，美國著名心理學家Goodman甚至提出：“閱讀是心理語言學的猜謎游戲，包含思想和語言的相互作用過程”，70年代以后，Rumelhart的“相互作用理論”（Interactive Approach）和Carrel的“圖式理論”（Scheme Theory）又進一步豐富和發(fā)展了外語閱讀理論，并對世界各國的外語教學產(chǎn)生了很大的影響。近年來，國外語言學理論的新觀念在我國已被廣泛應用，交際教學法和語篇教學法的盛行即是證明。

作者把自己的思想用文字符號表達出來，這是一個由詞組成句子和話語和言語編碼過程。讀者在閱讀過程中，對由視覺輸入的語言文字符號的信息進行解碼，憑借自己已有的語言文化背景知識，生活經(jīng)驗并通過聯(lián)想重建的創(chuàng)造性思維活動，獲取作者表達的意思。閱讀的主要目的是理解作者用文字表達的思想，因此理解能力是閱讀中最重要的能力。閱讀理解的程度可由淺入深分為三個層次：表層理解（literal comprehension）、深層理解（inferential comprehension）和評價性理解（critical comprehension），即從辨認文字符號的感性認識階段到理解內(nèi)容，吸收信息、創(chuàng)造性思維譯碼的理性認識階段。

二、閱讀的過程及方法

以第三冊Lesson94（Ayers Rock ）為例談幾點做法。

1．導入：運啟發(fā)手段，如問答，討論等本課的話題，讓學生適度了解話題內(nèi)容。閱讀課與對話課一樣同樣使用提問策略調(diào)動學生，培養(yǎng)他們的主體意識和參與意識，問答與討論能激活學生在永久性記憶中相關(guān)的知識網(wǎng)絡(luò)，使他們產(chǎn)生閱讀的愿望和心理準備，認知心理學家奧蘇貝爾認為讀者在閱讀時，頭腦中已貯存的與讀物有關(guān)的基礎(chǔ)知識有助于對文章的理解，因此教師可以由問題導入課文，了解學生掌握的背景知識，從而為理解打下基礎(chǔ)，同時在導入過程中可呈現(xiàn)部分生詞，即對閱讀理解會形成重大障礙的關(guān)鍵詞：

1 Presentation

Talk about Picture A

What can you see in the picture ? Is the mountain quite large ? The mountain is not high,it's quite low. Are there any rivers at the foot of the mountain ? What is the land covered with at the foot of the mountain ? There are many clouds in the sky ? (Turning the smaller slide with hardly any clouds onto the big one ) Now are there many clouds in the sky ? No, there are hardly any clouds in the sky . Look , we can see the sun is rising. (Turning the picture of the sun up and down) Now is the sun rising ? No, it's going down. What animals can you see at the foot of the mountain ? Sheep and kangaroos . Can you guess where the mountains ? Right, It's in Australia. The name of the mountain is Ayers Rock.

At the same time of presenting, teach the words on the blackboard:

low, at the foot of , grass, sky ,hardly, rise, Ayers Rock

Talk about Picture B

Where is Ayers Rock ?

How far is it from Sydney ?

What is the weather like when the plane is flying over a line of mountains ?

What's the weather like after the plane has left the mountains behind?

2．快速閱讀（表層理解即全面理解）根據(jù)美國學者的實驗統(tǒng)計（Albert J. Harris，How to Increase Reading Ability，1948，Page450）美國中學生的正常閱讀速度（本族語）平均為每分鐘250個單詞，閱讀能力強的學生可以達到每分鐘500個單詞，差的學生每分鐘不到40個單詞，而目前我國中學生閱讀速度（外國語）平均每分鐘不到40個英語單詞，相距甚遠。大綱指出要求能以每分鐘50個單詞左右的速度進行閱讀，提高閱讀速度能快速掌握其大意，為以后閱讀英文報刊，科技文章及英文原著打下良好的基礎(chǔ)，從而達到真正掌握和運用英語的目的。因此，培養(yǎng)學生具有快速閱讀能力勢在必行。

在學生第一次閱讀之前提出指導性問題，其目的是給學生的第一次閱讀確定一個目標和任務，實現(xiàn)在閱讀過程的監(jiān)控，由于學生剛開始熟悉課文，并無運用課文中語言的能力，故設(shè)置指導性問題的要求是①涉及課文的主題和最重要明確的事實；②需回答的語言簡潔。當然在快速閱讀后可以讓學生做幾道選擇題或判斷題，以檢查其快速閱讀的效果。

快速閱讀過程中注意點：①要盡力抑制嘴唇動作和低聲閱讀；

②要靠眼睛逐行閱讀避免指讀；

③克服回視的習慣；

④避免頭部擺動。

2 Drill :

In Australia , the population of Australia is the same as the population of Shanghai, but Australia has a lot of sheep.

Read the text and find the answer: How many sheep does Australia have ?

(170,000,000 . The population of Australia is 17,000,000. There are ten sheep for every person, so there are 170,000,000 sheep in Australia. )

B: Choose the best answers:

1. Bob White went to Ayers Rock ____.

A. to buy something B.to spend a holiday C.to see mountains

2. They went to Ayers Rock ___ most of the way.

A. by land B. by sea C. by air

3. Ayers Rock is in the ____ of Australia.

A. southeast B.southwest C.middle

4. Ayers Rock is the name of _____.

A. a city B.a country C.a mountain

5. Bob and his family started climbing before the sun rose because it was too ____ later.

A.hot B.cold C.cloudy

3．細節(jié)理解（深層理解）：在掌握大意的基礎(chǔ)上，引導學生注意材料的細節(jié)。要求學生在利用作者所傳遞的信息進一步理解篇章內(nèi)容。并在整體理解課文的基礎(chǔ)上，掌握新的語言知識。即①獲取吸收較詳細的篇章信息。②了解熟悉課文中生疏的詞匯短語結(jié)構(gòu)等語言現(xiàn)象。

內(nèi)容細節(jié)理解（注重簡筆畫、圖片等直觀教具的運用）

①就課文內(nèi)容問答（Yes-No Question，WH Question）

②聽讀課文（先聽，后齊聲朗讀，再自己大聲朗讀）

③排順序，線索疏理，就表格，關(guān)鍵詞，圖片，短文填空等復述課文。

句意理解（閱讀材料允許有2%的生詞，不提倡一遇生詞就查字典）

①上下文推測，理解句意過程中猜測字意，一般在就課文內(nèi)容問答的同時教生詞。

JEFC閱讀課文教學模式探討

[1] [2] [3] 下一頁

②在問答中沒能提及的詞匯與句法等在問答后講解，盡量用已學的英語解釋。

Not taking into account whether the students choose the answers right or wrong, ask them to read the text again carefully and then answer the questions on the slide.

1. What did Bob and his family go to Ayers Rock for ?

2. How did they go there most of the way ?

3. What was the weather like after they left the mountains behind them ?

4. What was the weather like when they flew over a line of mountain?

5. What did the land below look like ?

6. Were there many people or many sheep down there ?

7. When did they get up the next morning? Why ?

8. What is the most of the ground covered with at the foot of Ayers Rock ?

9. What is around Ayers Rock ?

10. Did they reach the top ? Why not ?

11. How do the sand and the sky look when the sun goes down ?

12. Did they have a good time there ?

During the period. Teach the following sentences on the blackboard:

Nothing grows there at all .

All around it is sand . / All around him are students.

as because for

I don't go to school because I am ill.

As it is hot in summer, people like swimming.

She stopped to buy some bread, for she was hungry.

3 Listen to the tape.

Answer: Who is the letter from and who is the letter to?

When and where did Bob write the letter?

When did Bob receive Wei Hua's letter?

What does Bob want Wei Hua to send him?

Read the text together.

Read it aloud by themselves.

4 Retell the story after the teacher according to the two pictures

( Ss say the next word when the teacher stops)

The letter is from Bob to Wei Hua. Bob wrote the letter on Apr.14th in Sydney. He received Wei Hua's letter on Apr.11th. Bob wants Wei Hua to send him some Chinese stamps.

Ayers Rock is a large, low mountain. All around it is sand. It is in the centre of Australia. It's about 2,000 kilometres away from Sydney.

Bob and his family went to Ayers Rock for a holiday. They went by plane.

It was very cloudy when they flew over a line of mountains, and there was

hardly a cloud in the sky. After they left the mountains behind them. Most of the land below looked like sand, but there were lots of sheep there

hardly any people. The next day, they got up early in the morning before the sun rose. They started climbing before it was light. At the foot of Ayers Rock it is covered with forest and grass. There are even a few rivers. When you climb higher, you'll find nothing grows there at all. Bob and his family didn't reach the top because it was too hot . When the sun goes down ,both the sky and the sand are red. So it is very beautiful. Though they stayed there for a few days ,they had a good time there.

4. 運用（即意圖層次，即評價性理解）

閱讀的目的是吸收信息或利用獲取的信息分析解決問題，并對文章作出價值判斷，提高深層次理解和評價文章的能力，同時也獲得用英語進行交際的能力，①小組討論不僅增加了學生的發(fā)言機會，促使學生積極思考，集思廣益，促使豐富學生的思維，還有利于教師進行個別指導，在設(shè)計這一層次的問題時，教師應注意挖掘文章的思想性，寓思想教育于外語教學中；②教學過程中教師要鼓勵學生發(fā)表自己的見解，允許同學之間不同意見的爭論，創(chuàng)設(shè)一個自由，寬松，活潑用英語進行討論的熱烈氣氛，逐步使學生實現(xiàn)由知識到技能再到交際能力的轉(zhuǎn)化，學有所得，學有所用，在用中學，學中用，從而達到理解的最高境界，用概括性，推理性，評價性，發(fā)散性等多種形式的提問來激發(fā)學生的創(chuàng)造性思維。

Practice:

Discuss the following questions in groups.

1. What is the best title of the passage?

2. Do you think Ayers Rock is a good place ?

If you think so, please say what you like best about it.

If you don't think so , please say what you don't like about it .

3. Do you think Shaoxing is a good place, too ? Would you like Bob to visit it ?

5. 鞏固（寫的訓練）運用所學知識，培養(yǎng)學生“寫”這一輸出技能。

Consolidation :

Lu Le says Ayers Rock is a good place and she says Shaoxing is a good place ,too. She will write to Bob and ask him to come here.

What is her address ? To revise the form of a letter .

Class 3, Grade 3

No 5 Middle School

Shaoxing 312000

Zhejiang Province

&nb

上一頁 [1] [2] [3] 下一頁

sp; China

April 2nd,1999

Dear Bob,

______________________________________________________________

___________________________( Write a letter as homework )_____

Yours ,

Lu Le

Complete the blanks in their exercise books.

1. There are hardly any birds singing in the trees,______ ______?

2. not high ( )

3. go up ( )

4. light ( )

5. very high hill ( )

自開展實驗教育以來，著重分析研究教材教法，針對閱讀文章，因材施教，從聽、讀（默讀（快讀，細讀）、朗讀）、說、寫、循序漸進，體現(xiàn)了整體──部分──整體的整體教學原則，擺脫了傳統(tǒng)的逐字逐句分析課文，死扣語法，脫離課文內(nèi)容專項訓練的教學模式，改變了老師講，學生聽的填鴨式教學，著力以課文為中心培養(yǎng)學生的閱讀理解能力。這種教學充分調(diào)動了學生的積極性，也提高了對教師的要求，教師必須吃透教材，精心備課，了解學生的程度和接受能力，根據(jù)文章篇章結(jié)構(gòu)內(nèi)在含義設(shè)計問題，并提高駕馭課堂的能力，使學生在閱讀課中同樣有大量的聽與說機會，充分體現(xiàn)了學生為主體，教師為主導的教學思想。在九八升學考中取得了較為優(yōu)秀的成績，所任兩班中考英語成績?yōu)槠骄?2.2和82.9及格率為88.1%和89.4%優(yōu)秀率為62.75和64.9%并位于市屬中學前列。

為了更好地提高閱讀教學水平，作為一名初中英語教師，還應從以下兩方面去努力：

1．教師要具備廣博的學識與良好的文化素養(yǎng)。

2．教師對自己的口語表達能力要有更高的要求，而不僅僅滿足于掌握了組織課堂教學的一些常用詞語，這樣才能勝任閱讀前的啟發(fā)引導，閱讀過程中的答疑解惑閱讀后討論時的引導分析與歸納的要求，交際法就是要求用目標語表達思想，交際法更重視在閱讀后如何互相交流進行綜合理解，使閱讀效果更佳。

參考書目

1. 陳焰，《交際法在商務英語教學中的應用》，見《外語與外語教學》1998.8

2. 劉雪嵐，《閱讀的策略》，見《外語與外語教學》1998.11

3. 李秋穎，《閱讀理解的三個層次》，見《中小學英語教學》99.1

4. 夏國梁，《淺談如何利用課文培養(yǎng)閱讀能力》，見《中小學外語教學與研究》97.2

5. 佘廣安，《閱讀的心理機制以及英語閱讀教學中應注意的幾個問題》，見《中小學外語教學與研究》97.12

6. 胡鑒明，《交際法在閱讀理解教學中的應用》，見《中小學外語教學與研究》98.7

7. 呂華鋒，《閱讀教學中激發(fā)創(chuàng)造性思維的提問藝術(shù)》，見《中小學外語教學與研究》98.11

8. 黃遠振，《高中英語閱讀課文教學模式探討》，見《中小學外語教學與研究》98.11