论文部分内容阅读
阅读理解是一个认知的过程,需要积极主动的思维,因为非语言因素在阅读理解过程中起着至关重要的作用。只有把语言形式与背景认知有机结合,才能达到正确理解。阅读低效和理解偏差都是由于书面语言形式和高阶认知背景的不相匹配,即对书面语句或文段缺乏头脑中相应知识的对应和相关背景图式的解释,继而造成理解错误或无法理解。因此,在阅读教学中应努力提高学生的认知意识,激活和充实学生头脑中的图式网络并培养积极有效的阅读策略。
Reading comprehension is a cognitive process that requires proactive thinking because non-linguistic factors play a crucial role in reading comprehension. Only when the language forms and background recognition are organically combined can correct understanding be achieved. Reading inefficiencies and misunderstandings are due to mismatches between written language forms and higher cognitive backgrounds, that is, lack of corresponding correspondence in the mind and interpretation of relevant background schemas for written statements or passages, which leads to misinterpretation or Can’t understand. Therefore, in reading teaching, students should try their best to improve their cognitive consciousness, activate and enrich the schema network in their minds, and cultivate active and effective reading strategies.