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阅读理解能力是高中学生学习英语必须具备的诸多能力之一。从当前高中英语教材的编排上看,几乎每个单元都安排有阅读内容(Vocabulary and Reading)进行学习、培养学生的阅读理解能力;从近几年高考题上看,阅读理解这道题无论是阅读篇幅、篇数还是分值在整个试卷中都有其重要位置。既然如此,我们英语教师如何上好英语阅读课呢?笔者认为,上好英语阅读课问题设计是关键。
问题设计即提出问题。它是英语阅读教学的重要手段,是帮助学生理解、鉴赏课文的切入点。我们教师在设计问题的时候,要遵循循序渐进的原则,要把问题放在学生的注意力和兴趣之上,即所设问题要与当前时事联系起来,最终服务于全面提高学生阅读理解水平的目标需要。
高中英语课文大多篇幅较长。课文内容渗透了丰富的审美以及科学教育内容。在这些兼顾知识性、趣味性、思想性的阅读教学中,精心设计既有启发性又能激起学生探讨兴趣的一系列问题 ,可以启迪学生动脑,激活学生思维,培养学生主动学习的习惯。例如在教SEFC1B“The necklace”时,我们教师可以对故事的细节、事实向学生进行由表及里、具有梯度的问题设计:
1. What is Mathilde looking for ?
2. What kind of necklace is it ?
3. Where did she lose it ?
4. What does it look like ?
5. Is it valuable ?
6. How much is it ?
最后提问:
1. What else could Jeanne say after she told Mathilde that her necklace was not a real diamond necklace and it was worth five hundred francs at most ?
2. If Jeanne returned the real diamond necklace to her, what would Mathilde do ?
3. If you were Mathilde, what would you do ?
又如在教SEFC“Sports”时,我们老师可以设问:
1. Which sport do you like to watch most ? Why ?
2. Is it important to win in a sports match ?Why or why not ?
3. Are the Olympic Games important to our society ? Why or why not ?
4. Why do athletes from so many countries want to take part in the Olympic Games?
最后提問:
Suppose now it is in 2008 in Beijing, what will you do for the 2008 Olympic Game ? 学生一听这个问题兴趣油然而生,他们有话可说、有话想说。
学生A说:
I will work as a guide , and show the foreigners around Beijing, and introduce China to the foreigners.
学生B说:
I will learn English well, and talk to the foreigners in English.
学生C说:
I‘ll be a doctor and help the athletes to win more and more gold medals for our country.
学生D说:
I’ll be a cleaner and making Beijing more and more beautiful, etc.
通过这样的提问,设想出课文中没有写到但又与课文息息相关的若干信息,把学生从课文中牵引到丰富多彩的现实生活中来,这样我们的课文就具有了鲜活性、我们教师也做到了理论联系实际,从而使学生加深和拓宽了对课文人物刻画、主题表现的领悟,激发他们去主动思考和探索,真正达到学生学得愉快、老师教得轻松,有时还会起到令人意想不到的效果。这真可谓“众里寻她千百度,暮然回首,那人却在灯火阑珊处。”(汪国维的读书境界之一)
由此看来,我们教师在设问问题时,要紧扣教材,层层推进,具有一定的思维梯度。同时在设问解答的过程中,教师要启发引导以激活学生的思维欲望,帮助学生认知和理解,最终到达提高学生英语阅读理解能力。
问题设计即提出问题。它是英语阅读教学的重要手段,是帮助学生理解、鉴赏课文的切入点。我们教师在设计问题的时候,要遵循循序渐进的原则,要把问题放在学生的注意力和兴趣之上,即所设问题要与当前时事联系起来,最终服务于全面提高学生阅读理解水平的目标需要。
高中英语课文大多篇幅较长。课文内容渗透了丰富的审美以及科学教育内容。在这些兼顾知识性、趣味性、思想性的阅读教学中,精心设计既有启发性又能激起学生探讨兴趣的一系列问题 ,可以启迪学生动脑,激活学生思维,培养学生主动学习的习惯。例如在教SEFC1B“The necklace”时,我们教师可以对故事的细节、事实向学生进行由表及里、具有梯度的问题设计:
1. What is Mathilde looking for ?
2. What kind of necklace is it ?
3. Where did she lose it ?
4. What does it look like ?
5. Is it valuable ?
6. How much is it ?
最后提问:
1. What else could Jeanne say after she told Mathilde that her necklace was not a real diamond necklace and it was worth five hundred francs at most ?
2. If Jeanne returned the real diamond necklace to her, what would Mathilde do ?
3. If you were Mathilde, what would you do ?
又如在教SEFC“Sports”时,我们老师可以设问:
1. Which sport do you like to watch most ? Why ?
2. Is it important to win in a sports match ?Why or why not ?
3. Are the Olympic Games important to our society ? Why or why not ?
4. Why do athletes from so many countries want to take part in the Olympic Games?
最后提問:
Suppose now it is in 2008 in Beijing, what will you do for the 2008 Olympic Game ? 学生一听这个问题兴趣油然而生,他们有话可说、有话想说。
学生A说:
I will work as a guide , and show the foreigners around Beijing, and introduce China to the foreigners.
学生B说:
I will learn English well, and talk to the foreigners in English.
学生C说:
I‘ll be a doctor and help the athletes to win more and more gold medals for our country.
学生D说:
I’ll be a cleaner and making Beijing more and more beautiful, etc.
通过这样的提问,设想出课文中没有写到但又与课文息息相关的若干信息,把学生从课文中牵引到丰富多彩的现实生活中来,这样我们的课文就具有了鲜活性、我们教师也做到了理论联系实际,从而使学生加深和拓宽了对课文人物刻画、主题表现的领悟,激发他们去主动思考和探索,真正达到学生学得愉快、老师教得轻松,有时还会起到令人意想不到的效果。这真可谓“众里寻她千百度,暮然回首,那人却在灯火阑珊处。”(汪国维的读书境界之一)
由此看来,我们教师在设问问题时,要紧扣教材,层层推进,具有一定的思维梯度。同时在设问解答的过程中,教师要启发引导以激活学生的思维欲望,帮助学生认知和理解,最终到达提高学生英语阅读理解能力。