立足文本解读强化阅读能力

1、立足文本解读 强化阅读能力长汀一中 修红英2017.9.28 龙岩龙岩市高三英语骨干教师培训主办单位：龙岩市教科院主要内容一、英语阅读教学现状分析二、为什么要进行文本分析三、如何进行文本分析四、案例分析一、英语阅读教学现状分析高一、高二每周上几节阅读课？其他时间做什么？高三的阅读课上什么内容？阅读理解题如何讲解？一、英语阅读教学现状分析模式化简单化（知识）技能（概括段意；获取关键信息）浅层理解（基本事实）角度单一（成人思维）高阶思维缺乏二、为什么要进行文本分析英语学科核心素养四要素（两能两品） 语言 学习 思维 思维 文化能力 能力 品质 品质 品格 英语学科核心素养关键能力 必备品格英语学科

2、核心素养四要素内涵语言能力：英语学科核心素养的基础要素。指在社会情境中，以听、说、读、看、写等方式理解和表达意义的能力，包括在此过程中形成的语言意识和语感。 “看”：viewing，通常指利用多模态语篇中的图形、表格、动画、符号以及视频等理解意义的技能。理解这类语篇，除了需要使用传统的文本阅读技能之外，还需要观察图表中的信息，理解符号和动画的意义。鉴于这种技能在新媒体时代日趋重要，本课标在语言技能中增加了“看”的技能。 语感的培养不可靠说、教，只有大量的实践，大量的阅读才能达到。教师不能只关注课堂的形式，而应关注课堂的内容。没有内容，就没有语言。英语学科核心素养四要素内涵文化品格：指对中外文化

3、的理解和对优秀文化的认同，是学生在全球化背景下表现出的文化意识、人文修养和行为取向。思维品质：指人的思维个性特征，反映其在思维的逻辑性、批判性、创新性等方面所表现的水平和特点。学习能力：指学生积极运用和主动调适英语学习策略，拓宽英语学习渠道，提升英语学习效率的意识和能力。英语学科核心素养四要素的关系语言知识构成基础要素文化品格体现价值取向思维品质呈现心智特征学习能力形成发展条件英语课程内容整合 分割的内容 整合的内容语言知识语法功能话题语言技能听说读写主题语境语篇类型语言知识文化知识语言技能学习策略学习策略文化品质价值观语音词汇 六要素的整合 主题语境：人与自我，人与社会，人与自然语篇类型：口

4、语、书面语、应用文、记叙文、议论文、说明文、新闻体语篇语言知识：词汇知识、语法知识、语篇知识、语用知识文化知识：中外优秀人文与科学知识语言技能：听、说、读、看、写学习策略：认知策略、元认知策略、交际策略、情感策略二、为什么要进行文本分析 有效的教学设计首先取决于教师对文本解读的水平，它直接影响学生的学习体验程度、认知发展的维度、情感参与的深度和学习成效的高度。因此，提高文本解读的能力，是基于语篇内容培养学生学科核心素养，提高课堂教学实效和学生学习质量的关键。 王蔷解读体裁解读作者解读文本解读结构解读语意解读语言 解读策略 三、如何进行文本分析三、如何进行文本分析 文本多元解读的基本框架解读文本

5、 解读文本：什么体裁 解读作者：作者有关信息；标题背后的写作意图，核心内容是什么？ 解读结构：语言结构如何构成？文本主线是什么？形式如何形成连贯？意义如何形成连贯？篇章结构如何解构？ 解读语意：浅层次：文化背景如何？细节信息、事实信息哪些值得剖析？ 深层次：主旨大意是什么？行文特点是什么？行文有何逻辑关系？核心观念是什么以及如何生发？理解中的难点是什么？文中蕴含了怎样的情感价值观？文中触人心弦的重点是什么？展现了怎样的文化内涵？应追求怎样的独特的认识与共性知识，多元文化与普遍价值的关系？ 解读语言：展现了怎样的语言美？结构美？印象最深刻的句子是什么？（如：词、短语表达、句式结构、修辞手法、写作

6、技巧、关联方式等） 解读策略：文本涵盖了那些阅读技能与策略培养的关键点？阅读应重点关注那些策略与技能？ 三、如何进行文本分析解读语篇思维模式解读语篇信息逻辑解读文化背景解读情感体验解读批判性思维 张强 徐丽三、如何进行文本分析Read the linesRead between the linesRead beyond the lines阅读理解的层次A. 对文本符号进行意义的解码和建构B. 深入探究语言背后的隐含意义C. 批判性地认识文本的核心问题 文本解读的角度 主题意义作者意图语言修辞文体结构主要内容WhatWhyHow三、如何进行文本分析What: 语篇的主题和内容是什么？Why: 语

7、篇的深层涵义是什么？也就是作者或说话人的意图、情感态度或价值取向是什么？How: 语篇具有什么样的文体特征、内容结构和语言特点？也就是作者为了恰当表达主题意义选择了什么样的文体形式、语篇结构和修辞手段？语篇知识语篇中的衔接和连贯手段（代词等）主题句、过渡句的位置正式与非正式语篇的语言特征不同文体语篇的写作目的和结构特征从文本解读入手，优化教学设计以知识为本的教师，把文本作为语言知识学习的平台，教学的中心围绕词汇和语法知识的学习进行，导致碎片化教学，难以转化为学生的能力。以技能为主的教师，把文本作为信息提取的资源，教学中心从关注知识转向关注技能，但模式化、表层化的教学导致忽略主题意义的探究，思维

8、培养确实，情感态度价值观培养贴标签，难以使学生形成分析问题和解决问题的能力。以学科育人为本的教师，拿到文本后首先关注到主题意义，主要内容和作者观点及其背后所隐含的价值取向；其次是服务于主题、内容和观点的结构和语言知识。四、案例分析 （一）Book 1 Unit 1 Friendship Reading: Annes best friendI wonder if its because I havent been able to be outdoors for so long that Ive grown so crazy about everything to do with nature.

9、I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. Thats changed since I was here.Sadly I am only able to look at nature through dirty curtains hanging before very dusty windows. Its no pleasure looking th

10、rough these any longer because nature is one thing that really must be experienced. 四、案例分析 （二）A poem 40- love middle aged couple playing ten nis when the game ends and they go home the net will still be be tween them 四、案例分析 （三）（北师大版七年级下册） An animal story In 1969, John Rendall and his friend Anthony

11、Bourke saw a cute baby lion in a shop in London. They took him home and called him Christian. John and Anthon looked after him very well. They took him for walks and played with him every day. They drove him around the city in their car and even took him to the beach. Christian lived with John and A

12、nthon happily for about a year. He was never angry and was not dangerous. However he grew very quickly. Soon, he became very big. He was very strong and heavy, too. Clearly, he couldnt live with John and Anthon any more, so they took him to Africa. At first it was not easy, but slowly, he learned an

13、d did well. After a year, John and Anthon went back to Africa. They wanted to see Christian again. But would Christian remember them? It took a long time, but they finally found Christian with a few other lions. What happened? Christian walked over slowly. Then suddenly he recognized them! He ran ov

14、er and jumped up on them. He didnt hurt them. He hugged them warmly. They couldnt believe it! John and Anthon visited Christian again a few years later. Christian was with other lions and his babies this time. He still recognized them and ran over, but he was too big and knocked them down easily. Jo

15、hn and Anthon were sad to leave him, but they were also happy. Christian now lives freely in Africa.案例分析（四) 2017年高考全国卷一阅读理解题B篇 I work with Volunteers for Wildlife, a rescue and education organization at Bailey Arboretum in Locust Valley. Trying to help injured, displaced or sick creatures can be hea

16、rtbreaking; survival is never certain. However, when it works, it is simply beautiful. I got a rescue call from a woman in Muttontown. She had found a young owl(猫头鹰) on the ground. When I arrived, I saw a 2-to 3-week-old owl. It had already been placed in a carrier for safety. I examined the chick(雏

17、鸟) and it seemed fine. If I could locate the nest, I might have been able to put it back, but no luck. My next work was to construct a nest and anchor it in a tree. The homeowner was very helpful. A wire basket was found. I put some pine branches into the basket to make this nest safe and comfortabl

18、e . I placed the chick in the nest, and it quickly calmed down. Now all that was needed were the parents, but they were absent. I gave the homeowner a recording of the hunger screams of owl chicks. These advertise the presence of chicks to adults; they might also encourage our chick to start calling

19、 as well. I gave the owner as much information as possible and headed home to see what news the night might bring. A nervous night to be sure, but sometimes the spirits of nature smile on us all! The homeowner called to say that the parents had responded to the recordings. I drove over and saw the c

20、hick in the nest looking healthy and active. And it was accompanied in the nest by the greatest sight of all LUNCH！The parents had done their duty and would probably continue to do so.24.Whatisunavoidableintheauthorsrescueworkaccordingtoparagraph1?A. Effortsmadeinvain.B. Gettinginjuredinhiswork.C. F

21、eelinguncertainabouthisfuture.D. Creaturesforcedoutoftheirhomes.25.WhywastheauthorcalledtoMuttontown?A. Torescueawoman.B. Totakecareofawoman.C. Tolookatababyowl.D. Tocureayoungowl.26.Whatmadethechickcalmdown?A.Anewnest.B. Somefood.C.Arecording.D. Itsparents.27.Howwouldtheauthorfeelabouttheoutcomeoftheevent?A. Itsunexpected.B.Itsbeautiful.C.Itshumorous.D.Itsdiscouraging.培养思维品质的阅读教学模式：Reading circles（以Bo