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《中学英语教学大纲》指出:“英语教学要着重能力培养。”解题能力强弱是衡量一个学生英语水平高低的重要标准之一。学生通过中学阶段英语学习,已掌握了一定的词汇、语法知识和习惯用法,具备了一定的解题能力,但这种能力还处于初级阶段,容易出现失误,主要表现在以下几方面:
一、受负迁移的影响大
所谓“迁移”即先前已经掌握的某种解题方法和技巧,在环境不变时,学生加以继续运用从而能够迅速解题(也就是“正迁移”);但情境变化后,它则会妨碍学生采用新方法来解决新的问题(也就是“负迁移”)。
如:Charles Babbage is generally considered _____the first computer.(A.to invent;B. inventing; C.to have invented;D.having invented.)本题众多学生误选 B 或 D,而正确答案应为 C。是其原因在于受consider doing something.(考虑做某事)的影响,然而这道题的难点在于结构作了调整,若将原题改成主动语态则容易得多:people generally consider Charles Babbage the first computer.
二、辨微能力差
学生缺乏一定的观察辩别能力,不能觉察出不同语言现象间的细微变比,在解题时往往失之偏颇。
如:A poet and artist _______invited to the meeting held last Sunday.(A.have been;B.were;C.has been;D.was.)正确答案应为 D。但由于平时多次接触句型 Husband and wife are searching for the lost child.和句型 A man and a woman are waiting for you.没有弄清″ a poet and artist″和″ husband and wife″.″ a man and a woman″之间的真正差别而误选 B。
三、受汉语干扰
学生不能从英语实际出发思考问题,常常受汉语表达法的干扰而不能准确解题。如:″I’m sorry to take your umbrella by mistake.″″____″(A.You are welcome;B.That’s all right;C.It doesn’t matter; D.Nothing serious.) 正确答案为 B。但众多学生由于受汉语表达法“没关系”的影响而误选 C,问题的关键在于不理解 matter的真正含义 be important.
针对这些情况,教师应从教学实际出发,精心设计习题来指导学生的解题实践,让学生在练习的过程中自觉地防止上述错误的发生,从而达到培养解题能力的目的。究竟什么类型的习题训练达到这一效果呢?徐荣秀老师在教学实践中摸索出了下列几种类型:
(一)连环式
某些语言现象之间的差别可谓维妙维肖,教师往往难以简单明了地解释清楚,纵使解释清楚了学生也难以掌握。如 search 与 search for 的用法区别可通过下列这些连环题的训练,让学生自己悟出其差异。具体做法是:教师先列出下列 A 组句式,然后分别提供 B、C、D 组中划线部分内容,让学生自己完整列出 B、C、D 三组。
A.(They found a map.)They searched the map.They searched for the village. They searched the map for the village. They searched for the village in the map.B.(After finding the village.)They searched the village They searched for the house.They searched the village for house.They searched for the house in the village.C.(After finding the house .)They searched the house. They searched for the box. They searched the house for the box. They searched for the house in the village.D.(After finding the box.)They searched the box.They searched for the stolen money.They searched the box for the stolen money. They searched for the stolen money in the box.另外,stop to do something.与 stop doing something.等也可仿用此法:(Seeing the teacher coming)They stopped fighting.They stopped to do their lessons.They stopped fighting to do their lessons.
(二)背景式
一个句子或一段话总离不开一定的语言环境或氛围(即背景)。在解题时,这个环境或氛围左右着正确答案的选择。通过不同背景的相似题型训练能有效地培养学生分析背景的能力,从而提高答题的准确率。试看下面两例:
例一:The chairman said, the problems _______here should be kept secret.A.to be discussed B.being discussed C.discussed.若不另行提供背景则 A、B、C、均为正确答案,若分别提供:
背景 1: At the beginning of the meeting,the chairman said,
背景 2: At the middle of the meeting,the chairman said,
背景 3: At the end of the meeting,the chairman said,
则答案只能分别是 A、B、C。
类似的还有:
1.That little girl seems____
A.to cry; B.to be crying; C.to have cried.
2.I’m sorry ____you waiting.
A.to keep; B.to be keeping; C.to have kept.
例二:下面 1、2、3 题的选项均为:A:thank you.B:the same to you.
1.Tom:Have a nice weekend.Jack:_______
2.Tom:Happy birthday to you.jack:_______
3.(背景:Tom and Jack were born on the same day.)
Tom:Have a nice birthday.Jack:_______
1、2、3 题的正确答案分别为 1.A、B;2.A;3.A、B。通过此题训练
要让学生真正弄懂这三题之间上下文或背景造成的区别。
(三)对比式
此类习题中仅有微妙的变化,通过训练,可培养学生的辨微能力。
1.①Is this place of interest _______he visited last year?(答案 D)
②Is this the place of interest _______he visited last year?(答案 B)
A.where;B.which;C.in which;D.the one.
这组练习区别仅在于无定冠词 the,然而它却决定了正确答案的选择。
类似的还有:
2.Better stay inside_______(答案 A)
Better to stay inside_______(答案 B)
A.hadn’t you;B.isn’t it;C.did you;D.is it
3.The two men _______themselves bankers are actually cheats.(答案 C)
The two men _______themselves teachers who could teach Japanese(.答案 B)
A.are called;B.called;C.calling;D.call.
(四)不定项选择式
这类习题能有效地培养学生的扩散性思维。
如:1.I think the jacket_______
A.fit for you;B.fits you;C.a nice fit;D.fit for you well.(答案 A、B、C)
2.The police officer ordered that prisoner_______ at once.
A.be killed;B.to kill;C.to be killed;D.should be killed.(答案 A、C、C)
上述各种命题方法有的着重培养学生多方位思维,从而要求学生充分认识语言的灵活性;有的则旨在“诱使”学生犯错误,然后让他们刻骨铭心地记取教训,从而要求他们具体问题具体分析,力避犯经验性错误,以严谨准确地答题。
一、受负迁移的影响大
所谓“迁移”即先前已经掌握的某种解题方法和技巧,在环境不变时,学生加以继续运用从而能够迅速解题(也就是“正迁移”);但情境变化后,它则会妨碍学生采用新方法来解决新的问题(也就是“负迁移”)。
如:Charles Babbage is generally considered _____the first computer.(A.to invent;B. inventing; C.to have invented;D.having invented.)本题众多学生误选 B 或 D,而正确答案应为 C。是其原因在于受consider doing something.(考虑做某事)的影响,然而这道题的难点在于结构作了调整,若将原题改成主动语态则容易得多:people generally consider Charles Babbage the first computer.
二、辨微能力差
学生缺乏一定的观察辩别能力,不能觉察出不同语言现象间的细微变比,在解题时往往失之偏颇。
如:A poet and artist _______invited to the meeting held last Sunday.(A.have been;B.were;C.has been;D.was.)正确答案应为 D。但由于平时多次接触句型 Husband and wife are searching for the lost child.和句型 A man and a woman are waiting for you.没有弄清″ a poet and artist″和″ husband and wife″.″ a man and a woman″之间的真正差别而误选 B。
三、受汉语干扰
学生不能从英语实际出发思考问题,常常受汉语表达法的干扰而不能准确解题。如:″I’m sorry to take your umbrella by mistake.″″____″(A.You are welcome;B.That’s all right;C.It doesn’t matter; D.Nothing serious.) 正确答案为 B。但众多学生由于受汉语表达法“没关系”的影响而误选 C,问题的关键在于不理解 matter的真正含义 be important.
针对这些情况,教师应从教学实际出发,精心设计习题来指导学生的解题实践,让学生在练习的过程中自觉地防止上述错误的发生,从而达到培养解题能力的目的。究竟什么类型的习题训练达到这一效果呢?徐荣秀老师在教学实践中摸索出了下列几种类型:
(一)连环式
某些语言现象之间的差别可谓维妙维肖,教师往往难以简单明了地解释清楚,纵使解释清楚了学生也难以掌握。如 search 与 search for 的用法区别可通过下列这些连环题的训练,让学生自己悟出其差异。具体做法是:教师先列出下列 A 组句式,然后分别提供 B、C、D 组中划线部分内容,让学生自己完整列出 B、C、D 三组。
A.(They found a map.)They searched the map.They searched for the village. They searched the map for the village. They searched for the village in the map.B.(After finding the village.)They searched the village They searched for the house.They searched the village for house.They searched for the house in the village.C.(After finding the house .)They searched the house. They searched for the box. They searched the house for the box. They searched for the house in the village.D.(After finding the box.)They searched the box.They searched for the stolen money.They searched the box for the stolen money. They searched for the stolen money in the box.另外,stop to do something.与 stop doing something.等也可仿用此法:(Seeing the teacher coming)They stopped fighting.They stopped to do their lessons.They stopped fighting to do their lessons.
(二)背景式
一个句子或一段话总离不开一定的语言环境或氛围(即背景)。在解题时,这个环境或氛围左右着正确答案的选择。通过不同背景的相似题型训练能有效地培养学生分析背景的能力,从而提高答题的准确率。试看下面两例:
例一:The chairman said, the problems _______here should be kept secret.A.to be discussed B.being discussed C.discussed.若不另行提供背景则 A、B、C、均为正确答案,若分别提供:
背景 1: At the beginning of the meeting,the chairman said,
背景 2: At the middle of the meeting,the chairman said,
背景 3: At the end of the meeting,the chairman said,
则答案只能分别是 A、B、C。
类似的还有:
1.That little girl seems____
A.to cry; B.to be crying; C.to have cried.
2.I’m sorry ____you waiting.
A.to keep; B.to be keeping; C.to have kept.
例二:下面 1、2、3 题的选项均为:A:thank you.B:the same to you.
1.Tom:Have a nice weekend.Jack:_______
2.Tom:Happy birthday to you.jack:_______
3.(背景:Tom and Jack were born on the same day.)
Tom:Have a nice birthday.Jack:_______
1、2、3 题的正确答案分别为 1.A、B;2.A;3.A、B。通过此题训练
要让学生真正弄懂这三题之间上下文或背景造成的区别。
(三)对比式
此类习题中仅有微妙的变化,通过训练,可培养学生的辨微能力。
1.①Is this place of interest _______he visited last year?(答案 D)
②Is this the place of interest _______he visited last year?(答案 B)
A.where;B.which;C.in which;D.the one.
这组练习区别仅在于无定冠词 the,然而它却决定了正确答案的选择。
类似的还有:
2.Better stay inside_______(答案 A)
Better to stay inside_______(答案 B)
A.hadn’t you;B.isn’t it;C.did you;D.is it
3.The two men _______themselves bankers are actually cheats.(答案 C)
The two men _______themselves teachers who could teach Japanese(.答案 B)
A.are called;B.called;C.calling;D.call.
(四)不定项选择式
这类习题能有效地培养学生的扩散性思维。
如:1.I think the jacket_______
A.fit for you;B.fits you;C.a nice fit;D.fit for you well.(答案 A、B、C)
2.The police officer ordered that prisoner_______ at once.
A.be killed;B.to kill;C.to be killed;D.should be killed.(答案 A、C、C)
上述各种命题方法有的着重培养学生多方位思维,从而要求学生充分认识语言的灵活性;有的则旨在“诱使”学生犯错误,然后让他们刻骨铭心地记取教训,从而要求他们具体问题具体分析,力避犯经验性错误,以严谨准确地答题。