The English Reading Purposes Strategies in Middle School Classroom.doc
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1、中学课堂英语阅读目的与策略The English Reading Purposes Strategies in Middle School Classroom ContentsAbstract-1.Introduction-1. Defining “Reading and Reading Comprehension”-2 1. What is reading? -22. What kind of reading should students do? -3. Description of Reading Purposes-41. Reading for Literary Experience-
2、42. Reading to Gain Information-43. Reading to Perform a Task-5. Reading strategies-51. Defining “reading strategies”-62. What reading skills should students acquire? -6. The relationship between reading purposes and reading strategies-7. The reading strategies in middles school classroom-81. What a
3、re the principles behind the teaching of reading? -92. Reading strategies in the middle school classroom-10Before Reading: Tasks and Strategies-12During Reading: Tasks and Strategies-14After reading: tasks and strategies-15Conclusion-15References-17The English Reading Purposes and StrategiesIn Middl
4、e School Classroom摘 要:尽管许多教育者提出了关于阅读技巧的有效方法,为学生提供了阅读动机及具体的实践过程,但在阅读技巧方面的研究还不完全。该论文提出了运用阅读目的与策略即目的性阅读来增强理解能力引导学生进行有意义的学习。一些专家提出了许多阅读技巧, 例如,阅读目的,阅读策略,阅读方法等,但却很少有关于如何根据阅读目的选择正确的阅读技巧的研究。该论文就中学英语课堂教学中如何引导学生进行有目的有策略的阅读来培养学生实际运用语言的能力等一系列问题进行论述。关键字: 阅读目的 阅读技巧 目的性阅读Abstract:Although many educators theorize e
5、ffective reading strategies and provide students with motivating practice and performance in reading comprehension, yet the research on reading comprehension strategies are inconclusive.The purpose of this study focuses on using questioning strategies, namely, “Purposeful Reading” to improve reading
6、 comprehension ability, and to help students learn meaningfully.There are a lot of researches on reading such as reading purposes, reading strategies, reading methods and so on. But there is little research on choosing right or suitable reading strategies for particular reading purposes .The thesis
7、is studying on how teachers help students read purposefully and meaningfully in middle school classroom. And the paper discusses how to train their abilities of application of language. Key words: reading purposes reading strategies purposeful reading The English Reading Purposes and StrategiesIn Mi
8、ddle School Classroom.IntroductionComprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. As they read, good readers are both purposeful and active. Good readers have a purpose for reading. They may read to find
9、 out how to use a food processor, read a guidebook to gather information about national parks, read a textbook to satisfy the requirements of a course, read a magazine for entertainment, or read a classic novel to experience the pleasures of great literature. Good readers think actively as they read
10、. To make sense of what they read, good readers engage in a complicated process. Using their experiences and knowledge of the world, their knowledge of vocabulary and language structure, and their knowledge of reading strategies (or plans), good readers make sense of the text and know how to get the
11、 most out of it. They know when they have problems with understanding and how to resolve these problems as they occur. Research over 30 years has shown that instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they
12、read. The scientific research on text comprehension instruction reveals important information about what students should be taught about text comprehension and how it should be taught. The following key findings are of particular interest and value to classroom teachers. Comprehension strategies are
13、 conscious plans-sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. Defining “Reading and Reading Comprehension” 1 What is reading?Far from being a “pass
14、ive” skills, reading, is in fact, an active process in which readers relate information in the text to what they already known. Knowledge of language allows readers to identify the printed words and sentences. Knowledge of the world allows readers to comprehend their words and sentences. The purpose
15、s of good readers are meaningful, they do not decode each letter or each word. Instead, they take in chunks of the text and relate it to what they know. Traditionally, many psychologists and teachers have insisted that reading is nothing more than decoding writing symbols to sounds. (i.e. figuring o
16、ut what the printed word says ). Others traditionally have insisted that reading involves not only decoding from print to sound, but also comprehending the written material. Forrest-Fressley and Waller (1984) felt that reading is not merely a decoding process nor it is solely a comprehension. Readin
17、g process is not just a “decoding plus comprehension” but reading involves even more, it involves at least three types of skills: decoding, comprehension, and nature reading strategies (Forrest-Pressley & Brown, 1984; Brown, 1980). Besides, reading traditionally has been considered as cognitive task
18、. An unfortunate consequence of such a view of reading is that there has been no room for concern for the “executive control” that is done by a skilled reader. Only recently have several authors (e.g. Baker Brown, 1984; Brown 1980; Myers & Pairs, 1928) suggested that reading might involve metacognit
19、ion as well as cognition. Johnson (1983)has attempted to approach the issue of accessing comprehension from a rational point of view. He first considers what reading comprehension is, and then considers what factors influence it and its assessment-including reader and text characteristics. He comes
20、to a definition of reading comprehension: That is reading comprehension is considered to be a complex behavior, which involves conscious and unconscious uses of various strategies, including problem-solving strategies, to build a model of the meaning, which is assumed to have intended. The model is
21、constructed using schematic knowledge structures and the various systems, which the writer has given (e.g. Words, syntax, macrostructure, social information) to generate hypotheses, which are tested using carious logical and pragmatic strategies. Most of this model must be inferred, since text can n
22、ever be fully explicit and, in general, very little of it is explicit because even the appropriate intentional and extensional meanings of words must be inferred from their context. (1983).In considering what factors influence reading comprehension and its assessment, Johson says that assessment of
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