基于文本解读的高中英语阅读教学研究

发布时间：2018-07-10 05:35

本文选题：英语阅读教学 + 文本解读　；参考：《山西师范大学》2017年硕士论文

【摘要】：英语阅读教学是整个英语教学中的地位是毋庸置疑的,而文本解读是英语阅读课教学活动开展的基础。可以说,对文本的深层解读是有效教学的保证。我国教育部颁布的国家《英语课程标准》提出英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。因此,教师在阅读教学中要多角度地解读文本,不仅重视语言知识的讲解,还要关注对学生文化,情感和策略等的培养。文本解读在高中阅读课教学设计与实施中占有及其重要的地位,准确而充分的解读是高效阅读课堂的前提,也是促进教师专业发展的根本途径。因此,对英语教师的阅读教学实施现状进行调查,可以了解到他们在教学中是否对文本进行全面,深刻的解读,是否取到理想的阅读教学效果。本研究主要调查了72名高中英语教师,分别来自两所重点中学(大同一中,怀仁一中)和三所普通中学(大同二中,大同四中,怀仁九中)。本研究通过问卷调查的方法,了解到他们对文本解读的认识情况。其次,通过分析所收集教学案例和课堂观察的数据,了解文本解读在高中阅读课教学设计与实施的实际情况。最后,为了补充课堂观察的数据,作者在课堂观察之后及时对被观察者进行了访谈,了解教师在课堂教学实施中改变方案的原因,从而为改进阅读教学提出有效建议。本研究主要探讨以下三个问题:(1)高中英语教师对阅读教学认识如何?(2)高中英语教师的阅读教学设计现状是什么?(3)高中英语教师阅读教学的实施现状是什么?通过以上研究,作者得出以下结论:(1)目前高中英语教师都能充分认识到阅读教学的重要性,大多数教师不仅重视词汇,语法的教学,还注重对学生阅读理解能力和阅读兴趣的培养。与此同时,部分教师还能认识到阅读教学是为了培养学生独立思考,综合分析和创造性思维的能力并进行德育的渗透与教育。(2)通过收集和分析教师的阅读教学设计案例,可以看出多数教师设计内容较为全面,即都能考虑到从文本结构,文本信息,文本语言,阅读策略,情感文化等进行设计。但是,对于文本信息解读的深度不够。大多数教师更加关注对语言知识的解读,而忽略对文本情感,文化等的深入解读。(3)通过课堂观察,笔者发现高中英语阅读教学的实施情况并不十分理想。首先,教学模式单一化,缺乏灵活性。大多数教师依据参考书或从学校官网下载课件进行阅读教学,由于大多数课件相似,造成了阅读教学过程成了固定的四个步骤:导入,略读,精读和读后任务。其次,教师重视语言知识而轻视对学生阅读能力的培养。很多教师将大部分时间用在讲解重点词汇和语法上。再次,教师不能够深入的挖掘文本信息。解读文本仅仅停留在浅层信息的处理上,忽视对深层信息和应用信息的解读。最后,教师由于时间紧,任务重,在有限的时间内只愿意讲解重点知识,而忽视对文本内涵的情感文化的解读。通过访谈,作者发现了英语阅读教学不理想的原因:首先,教师缺乏文本解读的意识;其次,学校以分数为导向的考核标准,致使教师把大部分时间花在词汇,语法等重点语言知识上;再次,由于时间紧,任务重,文本解读费时费力,教师主观不愿进行文本解读;最后,部分教师缺乏教学经验,专业能力不足,做不到对文本的充分解读。
[Abstract]:There is no doubt about the position of English Reading Teaching in the whole English teaching, and the text interpretation is the basis of the teaching activities of English reading course. It can be said that the deep interpretation of the text is the guarantee of effective teaching. The formation of the ability to use the comprehensive language is based on the overall development of the students' language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. Therefore, the teachers should read the text in many angles in the reading teaching, not only pay attention to the explanation of language knowledge, but also pay attention to the culture, emotion and the emotion of the students. The text interpretation plays an important role in the design and implementation of the high school reading course. Accurate and full interpretation is the prerequisite for the efficient reading of the classroom. It is also the fundamental way to promote the professional development of the teachers. Therefore, the investigation of the implementation of the reading teaching of English teachers can understand that they are in the teaching. This study mainly investigated 72 senior high school English teachers from two key middle schools (Datong 1, Huairen 1 middle school) and three ordinary middle schools (Datong 2, Datong 4, Huairen nine). Their understanding of text interpretation. Secondly, through the analysis of the data collected from the teaching cases and classroom observation, the actual situation of the design and implementation of text interpretation in the high school reading course is understood. Finally, in order to supplement the data of the classroom observation, the author interviewed the observer after the classroom observation and when the teacher was in the class. The reasons for the change of the program in the teaching implementation of the hall are put forward to make effective suggestions for improving reading teaching. This study mainly discusses the following three questions: (1) how do senior high school English teachers know about reading teaching? (2) what is the present situation of reading teaching design for senior high school English teachers? (3) what is the current situation of the implementation of high school English teachers' reading teaching? In the above study, the author draws the following conclusions: (1) high school English teachers are fully aware of the importance of reading teaching. Most teachers not only attach importance to vocabulary, grammar teaching, but also pay attention to the cultivation of students' reading comprehension and reading interests. At the same time, the teachers can also realize that reading teaching is to train students to be independent. Thinking, comprehensive analysis and creative thinking ability and the infiltration and education of moral education. (2) through the collection and analysis of teachers' reading teaching design cases, it can be seen that most of the teachers are more comprehensive in design, that is, it can be considered from text structure, text information, text language, reading strategy, emotional culture and so on. The depth of text information interpretation is not enough. Most teachers pay more attention to the interpretation of language knowledge, but ignore the text emotion, culture and so on. (3) through classroom observation, the author finds that the implementation of high school English reading teaching is not very ideal. First, the teaching mode is monotonous and lack of flexibility. Most teachers depend on it. According to the reference book or download courseware from the official website of the school, because most of the courseware are similar, the teaching process has become four fixed steps: introduction, skimming, intensive reading and post reading tasks. Secondly, teachers attach importance to language knowledge and ignore students' reading ability. Many teachers spend most of their time on explaining the key points. In terms of vocabulary and grammar, again, teachers can not dig deep text information. Reading text only stays on the processing of shallow information, neglects the interpretation of deep information and application information. Finally, teachers are willing to explain the heavy point of knowledge in a limited time, but ignore the emotional culture of the text connotation in a limited time. Through interviews, the author finds out the reasons why the teaching of English reading is not ideal: first, teachers lack the sense of text interpretation; secondly, the school's score oriented assessment standards make the teacher spend most of the time on key language knowledge, such as vocabulary and grammar, and again, due to time tight, heavy task, and time-consuming and laborious text interpretation. In the end, some teachers lack teaching experience and lack professional competence, so they can not fully understand the text.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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