关注思维能力培养的初中英语说明文阅读教学初探-以一堂说明文阅读课为例

关注思维能力培养的初中英语说明文阅读教学初探——以一堂说明文阅读课为例关注思维能力培养的初中英语说明文阅读教学初探——以一堂说明文阅读课为例摘要：思维能力是学生综合素质培养的重要方面之一。在初中英语课堂中，通过教学实践，可以培养学生的思维能力，提高他们的英语阅读能力和表达能力。本文以一堂说明文阅读课为例，探讨如何关注思维能力培养。在课堂中，教师可以通过启发性问题引导学生思考，培养他们的分析、推理、判断和创造能力。此外，教师还可以设计合适的训练活动，帮助学生提高阅读策略运用的能力。通过这样的教学实践，学生不仅可以提高英语阅读能力，还可以培养和发展自己的思维能力。关键词：思维能力；初中英语；说明文阅读；教学实践一、引言思维能力是指人们对客观事物进行分析、判断、推理和创造的能力。在现代社会，培养学生的思维能力已成为教育工作的重要任务。而初中英语课堂则是培养学生思维能力的重要阵地之一。说明文阅读是初中英语课程的重要内容之一，通过对说明文的阅读，学生可以培养自己的思维能力，提高学习和解决问题的能力。二、教学目标通过本节课的教学，我希望学生能够：1.熟练阅读和理解说明文的基本内容；2.掌握说明文阅读的基本策略；3.培养分析问题、推理判断和创造性思维的能力。三、教学过程1.导入环节通过提问学生触发他们的思维，引起他们注意力：T：大家好！今天我们要学习的是说明文阅读，你们能给我一些例子吗？为什么我们要阅读说明文？学生回答：如何制作玩具、如何种植花草等。2.阅读理解环节阅读并完成下面的练习，学生在阅读的过程中要注意关键词、上下文推理等阅读策略：Somepeoplemightthinkthatbottledwaterishealthierthantapwater.Theymaybelievethatitismorepureandclean.However,thatisnotalwaysthecase.Bottledwateroftencomesfromthesamesourcesastapwater.Infact,manybottledwatercompaniesjustusetapwaterandthenputitinbottles.Plus,theplasticbottlesarenotgoodfortheenvironment.根据短文内容，回答以下问题：1.Somepeoplethinkbottledwateris_______thantapwater.A.healthierB.unhealthierC.cleanerD.dirtier2.Bottledwateroftencomesfrom_______.A.riversB.thesamesourcesastapwaterC.theoceanD.themountains3.Manybottledwatercompanies______.A.usetapwaterandputitinbottlesB.havetheirownwatersourcesC.don’tuseanywaterD.importwaterfromothercountries3.讨论环节让学生讨论短文中提到的问题，并帮助他们分析、推理和判断：T：现在我们来讨论这些问题，你们认为瓶装水比自来水更健康吗？学生回答：有一些人认为瓶装水更健康，因为他们认为瓶装水更纯净。T：那是不是所有的瓶装水都是纯净的呢？学生回答：其实，很多瓶装水公司就是把自来水装进瓶子里。T：那你觉得这样做对环境好吗？学生回答：不好，因为塑料瓶对环境不好。通过这样的讨论，学生可以培养自己的分析、推理和判断能力。4.巩固训练环节通过设计合适的训练活动，帮助学生提高阅读策略的运用能力：1.阅读短文并回答问题。2.小组合作，完成自己设计的问题，然后与其他小组分享。3.创作一篇说明文并分享。给予学生一定的自由发挥空间，培养他们的创造性思维能力。通过这些训练活动，学生不仅可以巩固所学的知识，还可以进一步提高阅读和思维能力。四、总结通过上述教学实践，我们可以看出，在初中英语说明文阅读教学中，关注思维能力培养是非常重要的。通过启发性问题、讨论和训练活动的引导，学生可以培养和发展自己的思维能力，提高英语阅读和表达的能力。因此，在教学过程中，教师应该注重培养学生的思维能力，使学生成为具有创造力和解决问题能力的人才。五、参考文献1.李宁.英语思维教学研究.外语教学与研究出版社.2016.2.刘华英.思维培养：初中语文课堂如何发挥功能.中国中小学教育.2019.3.学科群.初中英语教育标准解读与教程-初中英语教育标准与教程导读.华东师范大学出版社.2020.Abstract:Thinkingabilityisanimportantaspectofcomprehensivequalitycultivationforstudents.InthemiddleschoolEnglishclassroom,throughteachingpractice,students'thinkingabilitycanbecultivated,andtheirEnglishreadingandexpressionabilitycanbeimproved.Thispapertakesareadingcomprehensionclassasanexampletoexplorehowtofocusonthinkingabilitycultivation.Intheclassroom,teacherscanguidestudentstothinkbyusingthought-provokingquestions,cultivatetheiranalytical,reasoning,judgment,andcreativeabilities.Inaddition,teacherscandesignappropriatetrainingactivitiestohelpstudentsimprovetheirreadingstrategyapplicationskills.Throughsuchteachingpractice,studentscannotonlyimprovetheirEnglishreadingabilitybutalsodevelopandenhancetheirthinkingabilities.Keywords:thinkingability;middleschoolEnglish;readingcomprehension;teachingpractice1.IntroductionThinkingabilityreferstopeople'sabilitytoanalyze,judge,reason,andcreateobjectivethings.Inmodernsociety,cultivatingstudents'thinkingabilityhasbecomeanimportanttaskofeducation.ThemiddleschoolEnglishclassroomisanimportantbattlefieldforcultivatingstudents'thinkingability.ReadingcomprehensionisanimportantpartofthemiddleschoolEnglishcurriculum.Throughreadingcomprehension,studentscancultivatetheirthinkingabilityandimprovetheirlearningandproblem-solvingabilities.2.TeachingobjectivesThroughthislesson,Ihopethatstudentscan:1.Readandunderstandthebasiccontentoftheexplanatorytextproficiently;2.Masterthebasicstrategiesofexplanatorytextreading;3.Cultivateanalyticalthinking,reasoningjudgment,andcreativethinkingabilities.3.Teachingprocess1.IntroductionTriggerstudents'thinkingandarousetheirattentionthroughquestioning:T:Hello,everyone!Today,wearegoingtolearnaboutreadingcomprehension.Canyougivemesomeexamplesofexplanatorytexts?Whydowereadexplanatorytexts?Students'answers:Howtomaketoys,howtoplantflowersandplants,etc.2.ReadingcomprehensionReadandcompletetheexercisebelow.Duringthereadingprocess,studentsshouldpayattentiontoreadingstrategiessuchaskeywordsandcontextreasoning:Somepeoplemightthinkthatbottledwaterishealthierthantapwater.Theymaybelievethatitismorepureandclean.However,thatisnotalwaysthecase.Bottledwateroftencomesfromthesamesourcesastapwater.Infact,manybottledwatercompaniesjustusetapwaterandthenputitinbottles.Plus,theplasticbottlesarenotgoodfortheenvironment.Accordingtothepassage,answerthefollowingquestions:1.Somepeoplethinkbottledwateris_______thantapwater.A.healthierB.unhealthierC.cleanerD.dirtier2.Bottledwateroftencomesfrom_______.A.riversB.thesamesourcesastapwaterC.theoceanD.themountains3.Manybottledwatercompanies______.A.usetapwaterandputitinbottlesB.havetheirownwatersourcesC.don’tuseanywaterD.importwaterfromothercountries3.DiscussionAllowstudentstodiscussthequestionsmentionedinthepassageandhelpthemanalyze,reason,andjudge:T:Nowlet'sdiscussthesequestions.Doyouthinkbottledwaterishealthierthantapwater?Students'answers:Somepeoplethinkbottledwaterishealthierbecausetheybelieveitispurer.T:Isallbottledwaterpure?Students'answers:Infact,manybottledwatercompaniesjustputtapwaterinbottles.T:Doyouthinkitisgoodfortheenvironment?Students'answers:No,plasticbottlesarenotgoodfortheenvironment.Throughthisdiscussion,studentscancultivatetheiranalytical,reasoning,andjudgmentabilities.4.ConsolidationtrainingHelpstudentsimprovetheirreadingstrategyapplicationskillsthroughdesignedtrainingactivities:1.Readthepassageandanswerthequestions.2.Groupwork,completethedesignedquestions,andthensharewithothergroups.3.Createanexplanatorytextandshare.Givestudentssomefreedomtodeveloptheircreativethinkingabilities.Throughthesetrainingactivities,studentscannotonlyconsolidatetheirknowledgebutalsofurtherimprovetheirreadingandthinkingabilities.5.ConclusionThroughtheteachingpracticementionedabove,itcanbeseenthatpayingattentiontothinkingabilitycultivationiscrucialinthemiddleschoolEnglishexplanatorytextreadingteaching.Throughthought-provokingquestions,discussions,andtrainingactivities,studentscancultivateanddeveloptheirthinkingabilities,improvetheirEn