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根据Carrell and Eisterhold(1983)、贺玲(2005)给图式的三种分类及灵台一中“五二一”循环穿插教学法、合作学习、教育公平等有关理论,设计了通过小组讨论、预测、辩论等手段在课内“五步”、课外“两段”、“课内外一体化”各环节开展高中英语图式阅读教学的方法。在每一次激活图式的过程中,要求培养学生良好的阅读习惯,突出小组合作学习策略的运用及教育公平原则,善待每一位学生,注重学生集体参与意识的改善,促进课堂教育公平的有效实施。
According to Carrell and Eisterhold (1983) and He Ling (2005), three types of schemata and related theories such as the “May 21st” cycle of interspersed pedagogy, cooperative learning and education fairness were formulated. , Predictions, debates and other means in high school English graphic reading teaching in all stages of “five steps”, extracurricular “two stages”, “internal and external courses integration”. In each process of activating the schema, it is required to train students ’good reading habits, highlight the application of group cooperation learning strategies and the principle of education fairness, treat every student, pay attention to the improvement of students’ collective participation awareness, and promote the fair and effective classroom education Implementation.