高中英语阅读教学中学生思维培养的实践.ppt
高中英语阅读教学中学生思维培养的实践,三流的老师教知识，二流的老师教方法，一流的老师教思维！,普通高中英语课程标准明确指出，高中英语课程应“在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力”（教育部，2003:2）,阅读教学中思维的定位：,优化阅读教学，使学生顺利完成阅读理解，达到思维和表达两个维度培养学生综合语言运用能力，提高人文素养。,英语阅读教学的综合视野：内容、思维和语言。文本信息和目标语言是阅读课堂教学活动的基点，思维能力则是阅读教学的重要产品。,（刘道义）,（葛炳芳）,专家们如是说：,引导学生思维的目的：,让学生在阅读时能深层次地解读文本，拓展他们思维的广度和深度，培养他们的评判性思维意识和能力，同时能鉴赏他国的语言文化，成为积极、主动的阅读者。,问题，作为“脚手架”，是启发学生阅读过程中思维的工具，能够引导学生的思维由较低层次向较高层次发展，促成学生较高思维能力的形成。,1.品味文本语言的鉴赏点,2.填补文本内容的空白点,3.挖掘关键信息的蕴含点,4.关注中西文化的冲突点,5.探究作者写作的出发点,6.体味学生情感的共鸣点,1.品味文本语言的鉴赏点,M4U5 Reading:Theme Parks Fun and MoreThan Fun,Para 2:If you want to have fun and more than fun,come to Disneyland！,Para 3:Come to Dollywood to have fun learning all about Americas historical southeastern culture!,Para 4:To enter a world of fantasy about ancient England,come to Camelot Park!,1.品味文本语言的鉴赏点,M4U5 Reading:Theme Parks Fun and MoreThan Fun,Q1:Where do you think you would see this kind of writing?,Q2:Whats the writing purpose?Or what does the writer want to tell us？,Q3：Can you design a theme park and make a posterfor it?,2.填补文本内容的空白点,M3U5 Reading:A Trip on“The True North”,That night as they slept,the train rushed across the top of Lake Superior,through the great forests and Southward towards Toronto.,Q1:What is their next stop?,Q2:What do you know about Toronto?,Q3:What do you think they will visit or experience?,2.填补文本内容的空白点,The competition between the two restaurants was on!,M3U2 Reading:Come and Eat Here(1),M6U4 Reading:The Earth Is Becoming WarmerBut Does It Matter?,No one knows the effects of global warming.Does that mean we should do nothing?Or are the risks too great?,QS:What do you think will happen next?Who do you think will win the competition?How do you think the story will end?,3.挖掘关键信息的蕴含点,M2U1 Reading:In Search of the Amber Room,What do you predict the passage will cover?,What is amber room?Why was it lost?How was it built?What happened to it?Who was in search of it?How to search for it?Did they find it?,3.挖掘关键信息的蕴含点,M2U1 Reading:In Search of the Amber Room,What has been left out of the text?What does the author mean by saying in search of the amber room?Do you think it is a good title?Why(not)?,M1U3 Reading:Journey Down the Mekkong,adventurous,unexpected,mysterious,valuable,exciting journey,Strange things _(happen)in thecountry side of northeast Hubei.,In the farmyard,the chicken and _ the pigs were too nervous to eat.(also/even),Mice ran out of the fields _ places to hide.(looking for/to look for),But _ one million people of the city,who thought little of these_(things/events),were asleep as usual that night.(the/),M1U4 Reading:A Night the Earth Didnt Sleep,4.关注中西文化的冲突点,M6U5 Reading:An Exciting Job,Q1:Why does the writer regard being a volcanologistas an exciting job?,Q2:How does he show that he is excited about his job?,Q3:Do you agree with the writer that being a volcanologist is an exciting job?Why(not)?,I travel to unusual places and meet interesting people from all over the world.It was an absolutely fantastic sight,5.探究作者写作的出发点,M4U3 Reading:A Master of Nonverbal Humor,and up to now nobody has been able to do this better Than Charlie Chaplin.,Q1:How did Charlie Chaplin manage to bring people laughter?Q2:Why does the writer entitle him a master of nonverbal humor?Q3:Do you agree with the writer?Why(not)?,6.体味学生情感的共鸣点,M4U2 Reading:A Pioneer for All People,Q1:Why does Doctor Yuan have one dream after another?Q2:Can you predict what his next dream will be?Q3:Have you ever dreamed such great dreams to love and care for people?And whats your dream?,Just dreaming for things,however,costs nothing.One dream is not always enough,especially for a personwho loves and cares for his people.,基于思维活动层次的问题设计,表1 问题类型及其认知复杂性,展示型：凸显文本脉络，活化文本信息,参阅型：拓展文本内涵，彰显文本特征,评估型：内化内容思想，发展心智思维,三类问题的设计,一、联系实际，引入话题，点燃思维。二、阅读设问，层层深入，指导思维。三、结合语篇，深层理解，活跃思维。四、回归生活，运用思考，拓展思维。五、语言理解，结合课文，判断思维。,流 动,低层次,高层次,专家们的建议,思维能力,更加关注对阅读文本的多元解读,更加重视所设问题的思维含量,更加重视学生问题意识的培养,我的思考,Thankyou!,
