The Strategy Development of the Students Reading Ability学生阅读能力培养的策略探究.docx
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The Strategy Development of the Students Reading Ability学生阅读能力培养的策略探究.docx
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TheStrategyDevelopmentoftheStudentsReadingAbility学生阅读能力培养的策略探究
TheStrategyDevelopmentoftheStudents’ReadingAbility
学生阅读能力培养的策略探究
Acknowledgment
IammostlygratefultomysupervisorMs.Tianwithoutwhosesupportandpatiencethisprojectwouldnotevenhavegotofftheground.
IamalsogratefultomycolleaguesDongChonglin,ZengXianwei,YangYuxiufortheirtimespentonbrainstormingandvisitingmyclassandpaneldiscussionswithme.
Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationwouldhaveremainedonpaper.
Lastbutnotleast,bigthanksgomyfamilywhohavesharedwithmemyworries,frustrations,andmyultimatehappinessineventuallyfinishingthisproject.
摘要
阅读是学习第二外语的必须掌握的四项基本技能之一,也是学生用于自学须掌握的学习策略和技巧。
随着信息时代的到来,英语阅读材料渐渐由传统的纸质材料向电子读物转变,提高英语专业学生的阅读速度尽可能多的获取信息变的越来越重要。
因此学生有必要养成良好的英语阅读习惯。
学生能对不同的英语阅读材料和不同的阅读目的采用不同的阅读方法,也将有助于他们更加有效的阅读。
本文从英语语言教学的角度出发,研究了中学阅读方面的问题。
为进一步了解初中学生阅读英语文章的能力及方法的问题,本人在初中英语教学中的实践过程,不断探索,勇于创新。
在教学实践中我充分认识到:
如果教师在学生阅读时给出一些具体的任务,让学生带着任务去阅读,这样的话,可以培养他们的阅读能力和方法。
与此同时,也要注重兴趣爱好在学生阅读中的重要性,利用兴趣爱好,掌握必要的背景知识和阅读技巧,可以提高学生的阅读水平的结论。
鉴于此,本人专门设计的一个星期的任务型英语阅读教学活动实践证实了这个假设。
在本次实验过程中我使用了分析法、讨论法、问卷调查等方法验证了这个假设。
关键词:
Abstract
ReadingisoneofthefourimportantskillsinEnglishasasecondorforeignlanguage.Itisalsoaskillthatthestudentsneedtopossesstosupportindependentandself-directedlearning.WiththeInformationAge’sarrival,theEnglishmaterialsgraduallychangefrompapermaterialstoelectronicones.So,itbecomesmoreandmoreimportantforEnglishmajorstospeeduptheirreadinginordertoacquireasmuchinformationaspossible.Thus,fosteringagoodEnglishreadinghabitisessentialforstudents.Andbeingabletoadoptdifferentreadingskillsfordifferentreadingmaterialsandpurposeswillalsohelpthestudentsreadmoreeffectively.
ThisarticlefromtheperspectiveofEnglishlanguageteaching,studytheproblemofhighschoolreading.Mypracticalresearcherpresentsadetailedreportofaprojectimplementedtosolvetheproblemthatmystudentsarenotgoodatdoingreadingexercisesanddonnothavegoodmethodsinourlocaljuniorschool.Itishypothesizedthatteacherscanusethetask-basedlanguageteachingmethodtoteachthem,onlyinthisway,Canstudents’abilitiesbeimprovedmuch.Atthesametime,weshouldalsopayattentiontointerestsofthestudentstheimportanceofreading,usethehobbies,havethenecessarybackgroundknowledgeandreadingskills,canimprovestudents'readinglevelconclusions.Thishypothesisisverifiedbyaone-weekpracticeofclassroomteachingwiththespeciallydesignedreadingtasks.
Inthisexperiment,Iusedtheanalysis,discussion,questionnairesandothermethodstoverifythishypothesis.
Keywords:
VocabularyEnglishreadingTaskInterests
Contents
AcknowledgmentI
AbstractinChineseII
AbstractinEnglishIII
Contents...............IV
IIntroduction1
IIProblem1
ⅢProblemanalysis2
1.Theteacher’sside2
2.Thestudents’side2
3.languageenvironment3
ⅣProjectobjectives.........................3
ⅤProjecthypothesis3
ⅥProjectrationale3
1.Thecultivationofemotionalstrategy4
2.Interest---theimportantfactorofinitiativereading4
3.ThespecificapplicationofstrategyinEnglishreading5
4.Theinitiativereadingways---skimming,scanning,word-guessingandinferring.5
5.Necessarybackgroundknowledgewillpromoteinitiativeunderstanding6
VIIProjectdesign7
VIIIProjectimplementation8
IXDataanalysis14
ⅩProjectEvaluation………….16
XIConclusion.......16
References........................................17
Appendix.........................18
IIntroduction
MynameisFanheli.I’mtwenty-sevenyearsoldthisyear.IhavetaughtEnglishmorethanfiveyearssinceIleftschool.NowIworkinNo.2MiddleSchoolinDongMingLushi.HenaProvince.I’manEnglishteacherofGradeEightnow.IthinkIt’simportanttoimprovestudents’readingskills.SoIoftenaskthemtotalkwitheachotherinEnglishinorafterclass.TheyareinterestedinEnglishandtheylovehavingEnglishclasses..
However,itisdifficultforourstudentstogethighmarks,becausesomestudentsmaynotbeinterestedinreading.Theythinkitisboring;theymaymeetnewwordsorphrasesinthereading;theyeithercannotunderstandthewholepassageeveniftheyfinishreadingthetestandsoon…Sohowtoimprovestudents’readingabilitybecomesmoreandmoreimportantandurgent.Ihopetheydobetterinreading.I’lltrymybesttoraisetheirabilityofreadinginmyteaching.
IIProblem
Theproblemisbasedonmyteachingexperience.Thatis:
Mostofmystudentsdonotlikereadingteachingbecausetheythinkitisdifficultandboring.Inlearningalanguage,especiallyaforeignlanguage,readingisaveryimportantlink.Wecangetinformationfrompassagesthroughreading.Mostofthestudentsareafraidofreading.Theyaresonervousthattheydon’twanttoreadthepassagesassoonastheyseethem.Sotheydoworseandworseinreading.Somestudentscan’tdoreadingtaskswellbecauseoftheirlimitedvocabulary,somebecauseoftheabsenceofnecessaryknowledgebackground,stillmanyofthemdon’thavetheinferringandjudgingabilityaccordingtothecontextwhilereading.Theyknoweverywordofthesentence.Letalonetherealmeaningaccordingtothewholepassage.
Ofcourse,otherscan’tunderstandbecausetheydon’tknowtherealmeaningofacertainwordinthesentence.Thatistosay,theyhaven’tmasteredthewordwhichmayhavemorethanonemeaning.Allthesefactorsleadtotheirabilitytounderstandthetext.Sotheyfeeldulltodoreadingtasks.Theycan’tintentionalityread.Howtoenhancethereadingabilitythroughorganizingreadingclasswellisveryimportant.Howtoenhancetheeffectofteaching,trainingthereadingabilityisanimportantquestion.Somescholarspayalotofattentiontothetheoryofreading.Muchworkhasbeendoneaboutthesequestions:
whatelementsdoreadingcomprehensioninvolve?
What’stherelationshipbetweenthebackgroundknowledgeandthelanguageinreading,etc.
ⅢProblemanalysis
Asateacher,beforeIbegintodesignmynewteachingplan,Iwouldliketofindoutthereasonwhysomeofmystudentsfeelthatitisdifficultforthemtodoreadingcomprehension.Itrytofindtheanswersfromthreerespects:
theteacher,thestudentsandthelanguageenvironment,andweshouldchoosetherightteachingmaterials,neithertoodifficultnortooeasyforthem.
1.Theteacher’sside
IhavetaughtEnglishforfiveyears.Asateacher,Ineedtothinkdeeplyaboutmyteachinginreading.Firstly,Icannotknowwellaboutthelevelofstudents’readingability.SoImaynotuseasuitablemethodtoteachthem.Inclass,Ispendmuchtimeinexplainingthemeaningofthesentences,newwordsandgrammarpoints.Secondly,Inourmoderneducation,studentsarethehostsofourclass,butIcannotgivethemenoughtimetolearnbythemselves.Lastly,IfoundIdidnotgivemuchtimetomystudentstopracticewhattheylearnedandgivethemfewopportunitiestoread.IdidnotrealizetheproblemuntilIlearnedthecourseEnglishLanguage.“Traditionalmethodsoflearningaforeigndiehard”.Thatistrue.
2.Thestudents’side
Moststudentslostinterestinreading,TheythinktheirEnglishispoorandtheydonotquiteunderstandsomewordsandsentencesinthetext,eveniftheyknowthewords.Theylacklogical,assumingandreasoningability,sotheycan’tunderstandthetxtexactly.
Manystudentstoldmethatwhenthecontentofthetextwasnotfamiliartothem,theyfeltthattheydidn’twanttotouchit.Somedonotthinkitisnecessarytoreadinclass.Theythinktheyonlylearnthebasiclanguageknowledge,andtheyneedn’tdomorereading.Afewstudentsthinkreadinginclassisawasteoftime.Thisleadstotheirlaziness.Withoutteachers’help,theycannotdothereadingexercisecompletely
3.languageenvironment
Somestudentslackthenecessaryhistoricalandgeographicalknowledge,eveniftheycanreadthepassages,theycan’tdothemultiplecorrectly.OurschoolcannotofferthembooksaboutreadinginEnglish,theydonotwanttoreadEnglishnovels.Alsotheyhavenochancetohaveagoodknowledgeofforeignculture,whichbringssometroublestotheirreading.
ⅣProjectobjectives
Throughmytask-basedlanguageteachingmethod,theycanbeinterestedinreadingEnglishandmakemuchprogressintheirtests,andenhancetheinterestinreadingandreadingabilitybyinitiativereading.Iftheyaren’tinterestedinit,theywon’tcalmdowntoreadordoanyreadingcomprehensionexercises.
ⅤProjecthypothesis
LearningStrategymeans:
"anyactivitythatlearnersusetoimprovetheefficiencyoflearninginthelearningprocess”.Itishypothesizedthatthestudents’readingabilityisincreasedbyinitiativereading.Iftheywouldn’tliketoread,howcantheygetthecorrectmeaningaboutit!
What’smore,theymaydowellintheexams.
ⅥProjectrationale
Ofcoursetherearemanyfactorsininitiativereading.Iespeciallymentionthethreefactorsbelow.
1.Thecultivationofemotionalstrategy
Languagestudyisalongprocess,whichneedsunceasinglyaccumulation.Inthespecificlearningprocess,however,althoughsomestudents`goalisclearandtheirActivityisstrong,alsotheywillunavoidablybumpintothedifficultyandthesetback;theyareafraidofdifficultiesandevenwanttogiveupthelanguagestudy.Thereforetheteachersshouldtrainthestudentsmaintainagoodpsychology.Reducetheiranxious,helpthemtobuildtheirself-confidence,tellthemthattheyareexcellent,andpraisestudent'sprogressimm
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- The Strategy Development of Students Reading Ability 学生阅读能力培养的策略探究 学生 阅读 能力 培养 策略 探究
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