大专英语教学与学习常见问题分析与总结

1、近年来有许多学者对口语及阅读的教学关系不断作出研究和发展，但大部分都是“以读促说”，即通过对阅读知识的积累来提高口语能力。其实，除了阅读可以促进口语学习，完成口语任务也能帮助阅读理解能力的提高。口语活动能够活跃课堂气氛，而为了完成口语任务，学生要更有针对性地学习文章内容，集中精力理解词汇句子，主动参与到阅读课中去。只有让学生意识到自己在语言学习中的主体作用，才能采取主动积极的态度去学习，最终取得英语学习的成功。因此，“以说促读”在英语阅读教学中有其可行性。in recent years many scholars on speaking and reading teaching relatio

2、ns continue to research and development, but most of them are the " reading-based said ", namely through reading the accumulation of knowledge to improve the spoken language ability. in fact, in addition to reading can promote english learning, complete oral task can also help the improvem

3、ent of reading comprehension. oral activities to enliven the classroom atmosphere, but in order to complete the oral task, students should be more targeted to learn the contents of the article, to concentrate on understanding of vocabulary sentence, actively involved in reading class to. only let th

4、e student aware of language learning in the main role, to take positive attitude to learning, finally achieved success in learning english. therefore, " says promoting reading " in teaching english reading has its feasibility.一、 高职院校英语教学现状及“以说促读”的必要性高职高专教育英语课程教学基本要求明确提出“以实用为主，以应用为目的”的教学思想，

5、这要求培养学生英语应用能力。然而高职高专生源来自高考生、职业中专、职高学生等。如孙莹（2012）指出，高职学生普遍存在英语基础较薄弱，英语学习热情不高，缺乏自觉性等问题。这导致了学生英语能力，特别是阅读技能难以提高的障碍。且在现今英语阅读课中许多教师还沿用传统3p教学法，即presentation(讲授)，practice(操练)和production(生成)，单向传授生词句型及语法点，学生完全处于一个被动接受的状态，导致学生课后遗忘率高，不会把课堂的知识应用到生活中。但我们要培养的应是学生的阅读理解能力，并把阅读课中学到的知识运用到生活中去，这才能从本质上实现高职院校英语教学目标。“以说促读

6、”是一种以学生为中心的教学方法，我们可以使学生以交际为形式如完成对话任务为目的，积极主动从阅读材料中找出有用信息加以理解并运用，来调动阅读积极性，提升阅读理解能力和知识应用能力。二、 “以说促读”在大学英语阅读部分的实施步骤及分析现以大一大学英语新理念综合教程“unit 1 college life”课文“what to expect from college life”为例，说明“以说促读”在阅读课的实际应用。这个单元教学目标是让学生掌握课文单词短语和语法点，并学会表达对大学新生活的感受。1. 学生三分钟课前自由演示在每节课开始前组织三位学生进行三分钟自由演示，要求题目与大学新生活相关，形式

7、可以是ppt演讲，对话，角色扮演，分享小故事，小短剧等。这活动能够促使学生自主学习，主动查阅有关本课文的单词句子，从一定程度上促使学生预习。而根据何广铿（2011）总结的第一个阅读教学原则，阅读要注重输入和激活相关背景知识。为了这个自由演示，学生会自主查找相关资料，为本课阅读提供背景知识，首先激起学生学习课文的兴趣。2. 创设课堂情境，以完成对话为目的阅读理解课文与以往阅读课老师全然掌控课堂并准备好问题，学生被动回答不同，现全班以同桌为单位分成若干个小组，选出4位学生为评委。为完成对话，学生必须仔细阅读课文，主动找出课文信息点，充分发挥课堂以学生为主体的优势。学生a从课文中导出可以进行发问的问

8、题，例如：“how can we learn to enjoy hardship?”“how to communicate with others in college?”“why do we need to take on our responsibilities?”等，然后学生b从课文中找到相应答案进行回答，双方共同合作完成4分钟左右的对话任务。此外，在阅读和总结课文过程中遇到的陌生单词短语，教师允许并鼓励学生通过字典或手机来查询，以最大限度提供学生自主学习的机会。in two, " says promoting reading " to " universi

9、ty " in english reading part of the steps of implementation and analysisnow a university " - new concept english integrated course " " unit 1 college life " text " what to expect from college life " as an example, " said that to promote reading " in the r

10、eading class application. this unit teaching goal is to make the students master the words and phrases and grammar, and learn to express new to the university life.1 students three minutes before class free demoat the beginning of each class before three students three minutes free demo, subject and

11、 requirements of university freshmenliving related, could be in the form of ppt speech, dialogue, cosplay, share stories, such as the small playlet.this activity can promote students' autonomous learning, this text actively consult related words and sentences, from a certain extent prompted stud

12、ents to preview. according to he guangkeng ( 2011) summarize the first principle of reading instruction, reading should pay attention to the input and activating background knowledge. for the free demonstration, students will independently to find relevant information, to the class reading to provid

13、e background knowledge, arouse students' learning interest in the first text.2 creating classroom situation, in order to complete the dialogue for the purpose of readingwith the previous reading teacher completely to control the class and prepare questions, students answer, now the class to tabl

14、e unit is divided into a number of groups, of 4 students selected for jury. to complete the dialogue, the students must read the text carefully, take the initiative to find the text information, give full play to the advantage of classroom with students as main body. student a from the text derived

15、can ask questions, for example: " how can we learn to enjoy hardship? " " how to communicate with others in college? " " why do we need to take on our responsibilities? ", then the student b from the text to find answers to answer, both sides cooperate to complete the a

16、bout 4 minutes of dialogue task. in addition, in reading and summarizing the process encountered unfamiliar words and phrases, teachers allow and encourage students through the dictionary or mobile phone to the query, in order to maximize provide students independent learning opportunities.何广铿（2011）

17、指出另一个阅读教学原则是要激发阅读动机。利用口语任务能充分引发学生对课文的兴趣，为了自我能力的表现及满足表演欲，他们会尽力对课文进行理解，在一问一答中，其实就已经对课文重点进行了筛选，且积累了谈论大学生活的谈资。而此期间学生要明白文中的生词句子，就要从多途径例如字典或手机进行查阅，加深对生词的认识。于对话任务中学生也更直观地了解到文中生词短语和语法点的用法和适用场合，加上亲身置于真实场景，更能使学生学会如何把课文内容用于日常生活中，高效地达到了阅读课结合单词教学，课文理解及知识运用的目标。例如，本文有短语“stand on ones own feet”,在学习该课文之前，学生对此短语感到陌生，

18、甚至把它翻译成“站在自己的脚上”，如果只靠老师讲解，学生会很快淡忘。但通过这次口语活动，学生结合课文内容讲述大学新生活应摆脱对他人的依赖，理解到它为“自主独立”的意思，更把它编入到小组的对话入面加以应用。3. 课堂对话展示，多维度评分标准及总结教师随机抽出小组进行对话展示。若时间不够余下小组可作为下次课的三分钟自由演示。评委由选出的4位学生和老师共同组成，总分为10分：内容分3分，即是否紧贴课文内容；语言分3分，即对话语法正确率及流畅度。灵活分2分，即观察学生是背诵课文内容还是把课文知识融会贯通；表演分2分，即学生整体表现是否自然大方。教师最后根据每部分得分进行总结，以鼓励为原则提出改进建议。

19、此外教师在学生已对课文内容、生词有相关认识的基础上对文章进行“辅助性”的后续补充讲解则事半功倍。三、“以说促读”在大学英语阅读课运用的总结 大部分学生能利用本课阅读内容编写出一个简单对话，并乐于使用课文中出现的生词和套语，虽然语法还有待提高，但学生在欢声笑语的合作中学习，不再对阅读理解产生畏难情绪，反而积极投入到课文内容中去，总算为阅读教学推进向前一小步。“以说促读”阅读教学模式，一改以往英语阅读课死气沉沉的气氛，为学生营造了一个轻松平等的外语环境，在做中学。为完成对话，学生要以最大程度理解课文，并把所课文的单词短语及内容运用到实践中。在这个方法中，学生在英语阅读课里的被动地位转为主导，以一个

20、主人翁的角色去学习每一个阅读材料，参与度高，学习质量也容易得到提升。这方法除调动学生阅读积极性，还能培养记忆、口语、听力和思维能力，更大程度提高学生对阅读材料的信息提取和总结能力，发展学生阅读理解技能。此外，这种教学模式提供实际情景所需的生动性和真实性，有利于认知从书本知识到实践应用的升华。three, " said promoting reading " university " in english " reading teaching summarymost of the students can use this class to read wr

21、ite a simple conversation, and to use the new words and language, although the grammar have to be improved, but the students in the laughter in the cooperation learning, not on reading comprehension have emotional difficulties, but positive input to the text content to go, at least for the teaching

22、of reading to advance a small step forward. " to promote reading " reading teaching mode, change the traditional english reading course lose one's vitality atmosphere, for students to create a relaxed equal language environment, learning by doing. to complete the dialogue, the student should to the greatest degree of understanding o