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摘要:本文阐述如何从平时教学中以七选五阅读策略为抓手,以教促读,以读促思,提高学生的语篇分析能力和上下文衔接之处的细节掌控能力,设计针对七选五阅读的教学实践和思考。
关键词:思维导图;自我归纳套路;关联词活用;关键词的联想发散
中图分类号:G632.0文献标识码:A文章编号:1992-7711(2021)04-0090
一、现状提出
《标准》(教育部,2003)指出:“教师的教学理念、方式与方法要符合新课程的需要。教师要注重发展学生的批判性思维能力和创新精神,鼓励学生有合作精神。”七选五阅读侧重语篇逻辑衔接,段中小句关系以及词汇拓展,从宏观、微观分析信息之间的逻辑关系,提炼文本框架,梳理段落要点,找出最佳选项填空。
二、实践操作
为了提高学生的七选五解题能力,教师针对其阅读技巧妙整合文本,引导学生从整体架构和细节处感知文本主题和谋篇布局(挖空),提高解题技巧。笔者认为,我们既要质优的阅读文本,也要精准的七选五阅读的策略指导。
1.建构思维导图,培养逻辑思维
(1)描绘树形图,梳理文章脉络
以M4U4之SHOWING FEELINGS为例。文本共7个自然段,第一段总起句“Body language is powerful.”概述身体语言的强大功能;第二至六段围绕“Gestures and actions are universal”,说明其广泛含义;最后一段总结“With cultural differences,it is great to have similarities in body language”求同存异。
例:Is it tough to sleep at night and get up in the morning? Oversleeping is caused by... Luckily,we can do something with it.... Ifpossible,make morning routine positive . (A. sleep habits are important B.Change your morning routine)本篇是說明文,讲述得到优质睡眠的步骤,流程图思维习惯对解题很有帮助,选B。
2.设置多样任务,促进思维创新
(1)开展头脑风暴,进行挖空训练
以M5U5之FIRST AID FOR BURNS为例,笔者让学生以命题人角度设置空格和答案,克服畏难情绪,促进思维能力发展。学生成果。
3.鼓励文本解读,提升思维的合理性
(1)设置问题链,击破文本衔接
以M6U3之ADVICE FROM GRANDPA第3段为例(吸烟给人们带来的三种成瘾方式和相应感受)。教师在设计问题时遵循认知规律,从简至难,逐步推进。
Q1: How many ways are people addicted to smoking?
Q2: What is the first way? What about the second and the third one?
Q3:Why are people addicted physically and what’s the withdrawal symptom?
Q4: How is a habit formed?
Q5: Why is a person mentally addicted?
这种思维方式适用于七选五中间部分挖空解题。例如:Setting goals is beneficial for some reasons. It reduces boredom and increases motivation...Additionally,goal setting helps know what is expected calling for attention to developing a special skill.Finally,setting ...笔者设置以下问题以启发学生: Q1: What is the topic?
Q2: How many reasons are mentioned?
Q3:About the second one,what is the benefit of knowing what to expect? What’s the result?经过问题链引导,学生明确结论。
(2)辨作者意图,筛选真假选项
以M6U3之ADVICE FROM GRANDPA第4段为例,探讨挖空和选项间联系,引导学生存真去伪,不被错误选项迷惑。例:
When young,I didn’t know much harmful effects of smoking. I didn’t know...I surely didn’t know...However,I did know ...
A. Neither did I know how to give up smoking
B. Neither did I know my smoking affected non-smokers’health
笔者用了相同句型迷惑学生。以however为分界线,前面都围绕首句关键词harmful effects展开,B是它的拓展。因此,教师还是要多渗透这样的阅读技巧。
4.深挖文本语言,加强思维缜密性
(1)挖掘关键词汇,推敲细节之妙
以M5U3之FIRST IMPRESSIONS为例,学生提炼每段关键词并推导后面内容。预测完成师生返回文本,验证关键词和后面语句的关联性与合理性。在阅读中,基于关键词的预测环节是启发学生解题技巧的好办法。笔者截取两段。
例:Reading helps us bond.When reading to kids,parents can pass on benefits of reading and ... A recent study found reading can promote...筆者要求学生抓住bond头脑风暴,列举词汇connect(ion),associate(ion),not separated等,学生被引导得出Reading isn’t a separate activity.
(2)关注逻辑关系词,精确锁定选项
笔者对逻辑关系词进行了详尽整理,如下:
转折:however,but,yet...因果:so,therefore,thus,...并列:and,besides,also,...
递进:what’s more,furthermore...让步:(al)though,even if/ though...
笔者在语境中分析关系词的作用。例:(M6U5)Although my job is occasionally dangerous,I don’t mind... However...在此段落中,作者用了表示让步和转折关系的关联词,表达作者对工作的热爱。例:Sometimes is hard to relate to the generations that have come before us.But older people have much wisdom and knowledge to share.根据but我们知道前面内容依然是对老人的偏见,答案为We feel we have nothing in common with them.
三、成效与反思
七选五解题能力提高绝非一朝而成,而是长久培养。教师应重视平时教学过程中对课本材料的充分利用,挖掘资源潜质,不断更新阅读教学方式,渗透专门针对七选五的技巧与思路,激发学生的解题热情,最终养成终身阅读习惯,力求输入输出双管齐下,逐步提高学生的七选五阅读能力。
参考文献:
[1]教育部.普通高中英语课程标准(实验)[M].北京:人民教育出版社,2017.
[2]刘晓,江淑芳.语篇分析理论在高中英语阅读教学中的运用[J].中学外语教学,2017(12).
[3]教育部考试中心.普通高等学校招生全国统一考试英语科考试说明,2015.
(作者单位:浙江省杭州市萧山区第二高级中学310000)
关键词:思维导图;自我归纳套路;关联词活用;关键词的联想发散
中图分类号:G632.0文献标识码:A文章编号:1992-7711(2021)04-0090
一、现状提出
《标准》(教育部,2003)指出:“教师的教学理念、方式与方法要符合新课程的需要。教师要注重发展学生的批判性思维能力和创新精神,鼓励学生有合作精神。”七选五阅读侧重语篇逻辑衔接,段中小句关系以及词汇拓展,从宏观、微观分析信息之间的逻辑关系,提炼文本框架,梳理段落要点,找出最佳选项填空。
二、实践操作
为了提高学生的七选五解题能力,教师针对其阅读技巧妙整合文本,引导学生从整体架构和细节处感知文本主题和谋篇布局(挖空),提高解题技巧。笔者认为,我们既要质优的阅读文本,也要精准的七选五阅读的策略指导。
1.建构思维导图,培养逻辑思维
(1)描绘树形图,梳理文章脉络
以M4U4之SHOWING FEELINGS为例。文本共7个自然段,第一段总起句“Body language is powerful.”概述身体语言的强大功能;第二至六段围绕“Gestures and actions are universal”,说明其广泛含义;最后一段总结“With cultural differences,it is great to have similarities in body language”求同存异。
例:Is it tough to sleep at night and get up in the morning? Oversleeping is caused by... Luckily,we can do something with it.... Ifpossible,make morning routine positive . (A. sleep habits are important B.Change your morning routine)本篇是說明文,讲述得到优质睡眠的步骤,流程图思维习惯对解题很有帮助,选B。
2.设置多样任务,促进思维创新
(1)开展头脑风暴,进行挖空训练
以M5U5之FIRST AID FOR BURNS为例,笔者让学生以命题人角度设置空格和答案,克服畏难情绪,促进思维能力发展。学生成果。
3.鼓励文本解读,提升思维的合理性
(1)设置问题链,击破文本衔接
以M6U3之ADVICE FROM GRANDPA第3段为例(吸烟给人们带来的三种成瘾方式和相应感受)。教师在设计问题时遵循认知规律,从简至难,逐步推进。
Q1: How many ways are people addicted to smoking?
Q2: What is the first way? What about the second and the third one?
Q3:Why are people addicted physically and what’s the withdrawal symptom?
Q4: How is a habit formed?
Q5: Why is a person mentally addicted?
这种思维方式适用于七选五中间部分挖空解题。例如:Setting goals is beneficial for some reasons. It reduces boredom and increases motivation...Additionally,goal setting helps know what is expected calling for attention to developing a special skill.Finally,setting ...笔者设置以下问题以启发学生: Q1: What is the topic?
Q2: How many reasons are mentioned?
Q3:About the second one,what is the benefit of knowing what to expect? What’s the result?经过问题链引导,学生明确结论。
(2)辨作者意图,筛选真假选项
以M6U3之ADVICE FROM GRANDPA第4段为例,探讨挖空和选项间联系,引导学生存真去伪,不被错误选项迷惑。例:
When young,I didn’t know much harmful effects of smoking. I didn’t know...I surely didn’t know...However,I did know ...
A. Neither did I know how to give up smoking
B. Neither did I know my smoking affected non-smokers’health
笔者用了相同句型迷惑学生。以however为分界线,前面都围绕首句关键词harmful effects展开,B是它的拓展。因此,教师还是要多渗透这样的阅读技巧。
4.深挖文本语言,加强思维缜密性
(1)挖掘关键词汇,推敲细节之妙
以M5U3之FIRST IMPRESSIONS为例,学生提炼每段关键词并推导后面内容。预测完成师生返回文本,验证关键词和后面语句的关联性与合理性。在阅读中,基于关键词的预测环节是启发学生解题技巧的好办法。笔者截取两段。
例:Reading helps us bond.When reading to kids,parents can pass on benefits of reading and ... A recent study found reading can promote...筆者要求学生抓住bond头脑风暴,列举词汇connect(ion),associate(ion),not separated等,学生被引导得出Reading isn’t a separate activity.
(2)关注逻辑关系词,精确锁定选项
笔者对逻辑关系词进行了详尽整理,如下:
转折:however,but,yet...因果:so,therefore,thus,...并列:and,besides,also,...
递进:what’s more,furthermore...让步:(al)though,even if/ though...
笔者在语境中分析关系词的作用。例:(M6U5)Although my job is occasionally dangerous,I don’t mind... However...在此段落中,作者用了表示让步和转折关系的关联词,表达作者对工作的热爱。例:Sometimes is hard to relate to the generations that have come before us.But older people have much wisdom and knowledge to share.根据but我们知道前面内容依然是对老人的偏见,答案为We feel we have nothing in common with them.
三、成效与反思
七选五解题能力提高绝非一朝而成,而是长久培养。教师应重视平时教学过程中对课本材料的充分利用,挖掘资源潜质,不断更新阅读教学方式,渗透专门针对七选五的技巧与思路,激发学生的解题热情,最终养成终身阅读习惯,力求输入输出双管齐下,逐步提高学生的七选五阅读能力。
参考文献:
[1]教育部.普通高中英语课程标准(实验)[M].北京:人民教育出版社,2017.
[2]刘晓,江淑芳.语篇分析理论在高中英语阅读教学中的运用[J].中学外语教学,2017(12).
[3]教育部考试中心.普通高等学校招生全国统一考试英语科考试说明,2015.
(作者单位:浙江省杭州市萧山区第二高级中学310000)