论文部分内容阅读
目前,大多数教师在阅读教学实践中采用“读前——读时——读后”三阶段的阅读教学模式,即将阅读课分为阅读前、阅读中、阅读后三个阶段,每一阶段都有具体的目的及相应的阅读活动。其中,读前活动是阅读课的导入阶段。在此阶段,教师应通过文本主题或话题的导入以及对主题或语言的初步感知和预测帮助学生激活主题相关的背景知识,从而为后续阅读做好准备。而读时阶段则主要是验证前阶段的预测,理解语言材料,进行文本信息的加工和处理,把握语篇结构、主旨大意、写作意图及主要信息等,并在训练阅读微技能的同时学习文中生词、短语、句式等语言知识。读后活动则侧重检查阅读效果以及所学语言的巩固和运用,使学生能在阅读基础上将与材料相关的主题内容、观点和所学语言知识结合起来,进行语言输出。本文就如何使阅读输出活动更有效提出几点看法。
At present, most teachers adopt the three-stage reading teaching mode of “Reading before - Reading - Reading after” in reading teaching practice. The reading class is divided into three stages: before reading, after reading, and after reading A stage has a specific purpose and the corresponding reading activities. Among them, pre-reading activity is the introduction of reading class. At this stage, teachers should help students activate the thematically-related contextual knowledge through the introduction of textual topics or topics and the initial perception and prediction of topics or languages in preparation for subsequent reading. The reading phase is mainly to verify the prediction of the previous stage, understand the language materials, text information processing and processing, grasp the discourse structure, the main idea, the writing intent and the main information, and training in reading micro-skills at the same time learning the text Words, phrases, sentences and other language knowledge. Reading activity focuses on checking the reading effect and the consolidation and application of the language so that the students can combine the material content, viewpoints and language knowledge on the basis of reading to output the language. This article gives some thoughts on how to make reading output more effective.