新课程标准下高中阶段英语自主课外阅读能力的培养
|
摘要
在外语学习中，阅读既是语言能力的一个重要方面，也是语言学习的重要手段。在注重培养学生交际能力的今天，阅读更是中学阶段学科教学的主体和核心。要提高阅读能力，仅靠课堂内有限的阅读材料的输入是远远不够的，还需在课外进行广泛的阅读。在高中英语新课程标准中对课外阅读还做出了专门的规定。由此可见，如何促使学生进行课外阅读，使课外阅读行之有效、达到预期目的，已经成为一个受人关注的问题。
在论文开笔之初，笔者即以所在的学校——荆州中学为样本，通过访谈、问卷调查等形式了解高中阶段课外阅读现状。结果发现，在课外阅读活动中，教师存在着认识不足、指导方法不当、评估方法不力的缺陷；学生存在无目标、无计划、缺乏自我监控、自我管理的能力的状况。这些问题造成英语课外阅读远远没有达到预期效果。为使之得以有效解决，笔者结合自主学习的现代教育理念提出了课外自主阅读。
本文首先界定了课外自主阅读的概念，论证了课外阅读的重要性。接着阐述了克拉申二语习得理论、建构主义学习理论、人本主义学习理论、元认知理论及其这些理论对课外自主阅读的指导作用，然后在此基础上进一步提出了两种课外自主阅读模式——兴趣体验型课外自主阅读模式和专题探索型课外自主阅读模式。兴趣体验型课外自主阅读模式包括根据兴趣成立课外阅读小组、教师推荐课外阅读书目或网站、阅读小组选择阅读材料并制定阅读计划、实施课外自主阅读活动、小组内交流、向全班展示阅读成果等六个步骤；专题探索型课外自主阅读模式包括提出专题、小组分工协作、自主阅读寻求信息、小组分析总结和班级交流等五个步骤。
笔者进行了为期20周的实验，应用上述两种模式指导学生进行课外阅读，得出了令人信服的结论，即这两种模式可以加大学生的课外阅读量、加快课外阅读速度、提高阅读水平。当然，具体的教学实践中也存在许多问题有待进一步的解决和完善。
发展学生的自主学习能力是教学改革的必然要求，是学生身心发展的需要。课外自主阅读不仅能提高学生现有的阅读水平，也能培养学生的自主学习能力，为学生的终身学习打下良好的基础。希望本文中的一些思考所得能对广大同行有所启迪。
In foreign language learning, reading is not only an important aspect of language abilities, but also a key measure to improve language competence. No wonder that in senior school education reading is regarded as the focus and core of English teaching. However, it cannot be hoped that a learner can improve his reading level only by depending on the limited input of reading materials in class. He should read widely after class. There are also specific requirements of extra-curricular readings in new national Standard of English Curriculum. Hence, how to motivate students to read actively and efficiently has become a main concern.
At the beginning of writing this paper, an interview and a questionnaire were conducted in Jingzhou High School so as to know the existing situation of extra-curricular reading. The results show that there are many problems in extra-curricular reading activities. On the part of the teachers, they do not pay enough attention to it, or direct it properly or assess it effectively. On the part of the students, they lack reading goals and plans, and neither do they have abilities of self-monitoring and self-administration. Because of the above problems, extra-curricular readings are not carried out as expected. In order to solve the problems, extra-curricular autonomous reading is proposed, which is based on modern teaching theories.
At first, the thesis defines the term of "extra-curriculum autonomous reading" and explains its importance. Then it elaborates on the theories of Krashen's Second Language Acquisition, Constructivism, Humanism and Meta-cognitive and their inspiration of extra-curriculum autonomous reading. Based on that, two forms of extra-curricular reading are proposed, which are interest-oriented extra-curricular autonomous reading and topic-discussing extra-curricular autonomous reading. The former includes six steps, which are forming extra-curricular reading groups based on learners' interests, teachers' recommendations of the reading materials, choosing reading materials and making reading plans, reading autonomously after class, exchanging information within groups, showing reading achievements to classmates; the latter one includes five steps, namely teachers giving topics, sharing the work within groups, reading to search for information autonomously after class, summarizing information within groups and exchanging results in class.
This paper also provides an experiment with the interest-oriented extra-curricular autonomous reading and topic-discussing extra-curricular autonomous reading, which takes twenty weeks. After presenting and analyzing the results and data, the author argues that the two forms of autonomous reading of extra-curriculum are effective, which can enlarge the quantity of reading, increase reading speed and improve the students' reading ability. Of course, there are also some areas of the two forms that need to be improved in the future.
To enhance learners' autonomous learning ability is the necessity of teaching reform and requirement of physical and mental development of learners. Extra-curriculum autonomous reading can foster the learners' autonomous learning ability as well as improve their present reading ability, so that it can pave the way for lifetime learning. It is hoped that what has been put forward in the dissertation can be of some value to the colleagues.
在论文开笔之初，笔者即以所在的学校——荆州中学为样本，通过访谈、问卷调查等形式了解高中阶段课外阅读现状。结果发现，在课外阅读活动中，教师存在着认识不足、指导方法不当、评估方法不力的缺陷；学生存在无目标、无计划、缺乏自我监控、自我管理的能力的状况。这些问题造成英语课外阅读远远没有达到预期效果。为使之得以有效解决，笔者结合自主学习的现代教育理念提出了课外自主阅读。
本文首先界定了课外自主阅读的概念，论证了课外阅读的重要性。接着阐述了克拉申二语习得理论、建构主义学习理论、人本主义学习理论、元认知理论及其这些理论对课外自主阅读的指导作用，然后在此基础上进一步提出了两种课外自主阅读模式——兴趣体验型课外自主阅读模式和专题探索型课外自主阅读模式。兴趣体验型课外自主阅读模式包括根据兴趣成立课外阅读小组、教师推荐课外阅读书目或网站、阅读小组选择阅读材料并制定阅读计划、实施课外自主阅读活动、小组内交流、向全班展示阅读成果等六个步骤；专题探索型课外自主阅读模式包括提出专题、小组分工协作、自主阅读寻求信息、小组分析总结和班级交流等五个步骤。
笔者进行了为期20周的实验，应用上述两种模式指导学生进行课外阅读，得出了令人信服的结论，即这两种模式可以加大学生的课外阅读量、加快课外阅读速度、提高阅读水平。当然，具体的教学实践中也存在许多问题有待进一步的解决和完善。
发展学生的自主学习能力是教学改革的必然要求，是学生身心发展的需要。课外自主阅读不仅能提高学生现有的阅读水平，也能培养学生的自主学习能力，为学生的终身学习打下良好的基础。希望本文中的一些思考所得能对广大同行有所启迪。
In foreign language learning, reading is not only an important aspect of language abilities, but also a key measure to improve language competence. No wonder that in senior school education reading is regarded as the focus and core of English teaching. However, it cannot be hoped that a learner can improve his reading level only by depending on the limited input of reading materials in class. He should read widely after class. There are also specific requirements of extra-curricular readings in new national Standard of English Curriculum. Hence, how to motivate students to read actively and efficiently has become a main concern.
At the beginning of writing this paper, an interview and a questionnaire were conducted in Jingzhou High School so as to know the existing situation of extra-curricular reading. The results show that there are many problems in extra-curricular reading activities. On the part of the teachers, they do not pay enough attention to it, or direct it properly or assess it effectively. On the part of the students, they lack reading goals and plans, and neither do they have abilities of self-monitoring and self-administration. Because of the above problems, extra-curricular readings are not carried out as expected. In order to solve the problems, extra-curricular autonomous reading is proposed, which is based on modern teaching theories.
At first, the thesis defines the term of "extra-curriculum autonomous reading" and explains its importance. Then it elaborates on the theories of Krashen's Second Language Acquisition, Constructivism, Humanism and Meta-cognitive and their inspiration of extra-curriculum autonomous reading. Based on that, two forms of extra-curricular reading are proposed, which are interest-oriented extra-curricular autonomous reading and topic-discussing extra-curricular autonomous reading. The former includes six steps, which are forming extra-curricular reading groups based on learners' interests, teachers' recommendations of the reading materials, choosing reading materials and making reading plans, reading autonomously after class, exchanging information within groups, showing reading achievements to classmates; the latter one includes five steps, namely teachers giving topics, sharing the work within groups, reading to search for information autonomously after class, summarizing information within groups and exchanging results in class.
This paper also provides an experiment with the interest-oriented extra-curricular autonomous reading and topic-discussing extra-curricular autonomous reading, which takes twenty weeks. After presenting and analyzing the results and data, the author argues that the two forms of autonomous reading of extra-curriculum are effective, which can enlarge the quantity of reading, increase reading speed and improve the students' reading ability. Of course, there are also some areas of the two forms that need to be improved in the future.
To enhance learners' autonomous learning ability is the necessity of teaching reform and requirement of physical and mental development of learners. Extra-curriculum autonomous reading can foster the learners' autonomous learning ability as well as improve their present reading ability, so that it can pave the way for lifetime learning. It is hoped that what has been put forward in the dissertation can be of some value to the colleagues.
引文
Beson, P. & Voller, P. Introduction: Autonomy and Independence in Language Learning [A]. In Beson, P. & Voller, P. (eds).Autonomy and Independence in Language Learning[C]. New York: Addision Wesley Longman, 1997.
Cohen, A. D. 文秋芳导读. Strategies in Learning and Using a Second Language [M]. Beijing: Foreign Language Teaching & Research Press, 2000.
Elley, W. B. Acquiring Literacy in a Second Language: the Effect of Book-based Programs [J]. Language Learning, 1991, (41): 375-411.
Flahive, D. & Bailey, N. Exploring Reading or Writing Relationships in Adult Second Language Learners [A]. In Carson, J. & Leki, I. (eds) Reading in the Comparison Classroom: Second Language Perspectives [C]. Boston, MA: Heinle & Heinle Publishers, 1991: 78-85.
Freeman, D. L. & Long, M. H. 蒋祖康导读. An Introduction to Second Language Acquisition Research [M]. Beijing: Foreign Language Teaching & Research Press, 2001.
Goodman, K. S. Reading: a Psycholinguistic Guessing Game [J]. Journal of the Reading Specialist, 1967, (4): 126-135.
Holec, H. Autonomy & Foreign Language Learning [M].Oxford: Pergamon Press, 1981
Janopoulos, M. The Relationship of Pleasure Reading and Second Language Proficiency [J].TESOL Quarterly, 1986, (20): 763-768.
Johnson, K. & Johnson, H. Encyclopedic Dictionary of Applied Linguistics: a Handbook for Language Teaching [M]. New York: Blackwell Publishers Ltd, 1998.
Little, D. Leaner Autonomy: Definitions, Issues and Problems [M]. Dublin: Authenic, 1991.
Nutall, C. Teaching Reading Skills in a Foreign Language [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.
Tsang, W. K. Comparing the Effects of Reading and Writing on Second Language Learning [J]. Applied Linguistics, 1996, (17): 210-233.
O'Malley. J. M. & Chamot, A. U. Learning Strategies in Second Language Acquisition [M].Shanghai: Shanghai Education Publishing House, 2001.
陈丽萍．策略培训与外语教学[M]．江苏：河海大学出版社，2004．
董亚芬．我国英语教学应始终以读写为本[J]．外语界，2003，(1)：2-6．
杜晓新．阅读中认知策略与元认知策略相关及实验研究[J]．心理科学，1997， (2)：22-25．
何晓东．培养学生自主学习能力的实例[J]．中小学英语教学(中学篇)，2005，(1)：5-8．
华茜．高职高专英语专业学生课外阅读的实验性研究[J]．上海第二工业大学学报，2004．(2)：81—87．
胡春洞、戴忠信．英语阅读[M]．广西教育出版社，1996．
纪康丽．外语学习中元认知策略的培训[J]．外语界，2002，(3)：20—26
蒯超英．学习策略[M]．武汉：湖北教育出版社，1999．
刘道义．普通高中英语教科书第一册(上)[Z]．北京：人民教育出版社，2003．
刘润清译 Wedell著．外语教学与学习：理论与实践[M]．北京：高等教育出版社，1995
吕芳、王岚．提升学习者元认知意识推动大班英语教学效果[J]．陕西师范大学学报，2003，(10)：13—16．
吕良环．外语课程与教学论[M]．浙江：浙江教育出版社，2003．
吕中舌、涂远程．中国学生英语阅读策略研究[J]．清华大学教育研究，1998，(4)：74-81．
马寅初、贾冠杰、姜宁．中学英语教学心理研究[M]．湖南：湖南师范大学出版社，2003．
梅德明．大中小学一条龙英语人才培养模式研究(第一卷)[M]．上海：上海外语教育出版社，2004．
孟悦．大学英语阅读策略训练的实验研究[J]．外语与外语教学，2004，(2)：75—76．
庞维国．自主学习——学与教的原理和策略[M]．上海：华东师范大学出版社，2003．
彭锦秀、杨阳．新课程标准指导下的高中英语泛读课程[J]．中小学外语教学，2003，(3)：1—4．
秦亚青．英语专家如是说[J]．英语学习，2001，(12)：封2．
秦智娟、李炯英．第二语言阅读策略研究30年：回顾与展望[J]．江苏外语教学研究，2005，(1)：15-20．
舒白梅．外语教育学纲要[M]．武汉：华中师范大学出版社，2005．
王凌、何宁．非英语专业学生英语课外阅读情况调查与研究[J]．外语界，2001，(4)：11—18．
吴爱庆．元认知策略与高中英语课外阅读[J]．基础教育外语教学研究，2005，(11)：40—43．
肖飞．学习自主性及如何培养语言学习自主性[J]．外语界，2002，(6)：24—27．
文秋芳．外语学习策略论[M]．上海：上海教育出版社，1996．
颜红．阅读策略训练对大学生阅读水平的影响[J]．湘潭师范学院学报(社会科学版)，2003，(1)：122—125．
杨小虎、张文鹏．元认知与中国大学生阅读理解相关研究[J]．外语教学与研究，2002，(3)：213—218．
张必隐．阅读心理学[M]．北京：北京师范大学出版社，2004．
张大均．教育心理学[M]．北京：人民教育出版社，2004．
章兼中．外语教育学[M]．浙江：浙江教育出版社，1992．
中华人民共和国教育部．普通高中英语课程标准(实验)[S]．北京：人民教育出版社，2003．
周卫勇．走向发展性课程评价-谈新课程的评价改革[M]．北京：北京大学出版社，2002．
朱纯．外语教学心理学[M]．上海：上海外语教育出版社，1994．
朱文英、谢光宏．新课标下高中英语课外阅读活动[J]．中小学英语教学(中学篇)，2006，(2)：7—11．
左焕琪．外语教育展望[M]．上海：华东师范大学出版社，2002．
Cohen, A. D. 文秋芳导读. Strategies in Learning and Using a Second Language [M]. Beijing: Foreign Language Teaching & Research Press, 2000.
Elley, W. B. Acquiring Literacy in a Second Language: the Effect of Book-based Programs [J]. Language Learning, 1991, (41): 375-411.
Flahive, D. & Bailey, N. Exploring Reading or Writing Relationships in Adult Second Language Learners [A]. In Carson, J. & Leki, I. (eds) Reading in the Comparison Classroom: Second Language Perspectives [C]. Boston, MA: Heinle & Heinle Publishers, 1991: 78-85.
Freeman, D. L. & Long, M. H. 蒋祖康导读. An Introduction to Second Language Acquisition Research [M]. Beijing: Foreign Language Teaching & Research Press, 2001.
Goodman, K. S. Reading: a Psycholinguistic Guessing Game [J]. Journal of the Reading Specialist, 1967, (4): 126-135.
Holec, H. Autonomy & Foreign Language Learning [M].Oxford: Pergamon Press, 1981
Janopoulos, M. The Relationship of Pleasure Reading and Second Language Proficiency [J].TESOL Quarterly, 1986, (20): 763-768.
Johnson, K. & Johnson, H. Encyclopedic Dictionary of Applied Linguistics: a Handbook for Language Teaching [M]. New York: Blackwell Publishers Ltd, 1998.
Little, D. Leaner Autonomy: Definitions, Issues and Problems [M]. Dublin: Authenic, 1991.
Nutall, C. Teaching Reading Skills in a Foreign Language [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.
Tsang, W. K. Comparing the Effects of Reading and Writing on Second Language Learning [J]. Applied Linguistics, 1996, (17): 210-233.
O'Malley. J. M. & Chamot, A. U. Learning Strategies in Second Language Acquisition [M].Shanghai: Shanghai Education Publishing House, 2001.
陈丽萍．策略培训与外语教学[M]．江苏：河海大学出版社，2004．
董亚芬．我国英语教学应始终以读写为本[J]．外语界，2003，(1)：2-6．
杜晓新．阅读中认知策略与元认知策略相关及实验研究[J]．心理科学，1997， (2)：22-25．
何晓东．培养学生自主学习能力的实例[J]．中小学英语教学(中学篇)，2005，(1)：5-8．
华茜．高职高专英语专业学生课外阅读的实验性研究[J]．上海第二工业大学学报，2004．(2)：81—87．
胡春洞、戴忠信．英语阅读[M]．广西教育出版社，1996．
纪康丽．外语学习中元认知策略的培训[J]．外语界，2002，(3)：20—26
蒯超英．学习策略[M]．武汉：湖北教育出版社，1999．
刘道义．普通高中英语教科书第一册(上)[Z]．北京：人民教育出版社，2003．
刘润清译 Wedell著．外语教学与学习：理论与实践[M]．北京：高等教育出版社，1995
吕芳、王岚．提升学习者元认知意识推动大班英语教学效果[J]．陕西师范大学学报，2003，(10)：13—16．
吕良环．外语课程与教学论[M]．浙江：浙江教育出版社，2003．
吕中舌、涂远程．中国学生英语阅读策略研究[J]．清华大学教育研究，1998，(4)：74-81．
马寅初、贾冠杰、姜宁．中学英语教学心理研究[M]．湖南：湖南师范大学出版社，2003．
梅德明．大中小学一条龙英语人才培养模式研究(第一卷)[M]．上海：上海外语教育出版社，2004．
孟悦．大学英语阅读策略训练的实验研究[J]．外语与外语教学，2004，(2)：75—76．
庞维国．自主学习——学与教的原理和策略[M]．上海：华东师范大学出版社，2003．
彭锦秀、杨阳．新课程标准指导下的高中英语泛读课程[J]．中小学外语教学，2003，(3)：1—4．
秦亚青．英语专家如是说[J]．英语学习，2001，(12)：封2．
秦智娟、李炯英．第二语言阅读策略研究30年：回顾与展望[J]．江苏外语教学研究，2005，(1)：15-20．
舒白梅．外语教育学纲要[M]．武汉：华中师范大学出版社，2005．
王凌、何宁．非英语专业学生英语课外阅读情况调查与研究[J]．外语界，2001，(4)：11—18．
吴爱庆．元认知策略与高中英语课外阅读[J]．基础教育外语教学研究，2005，(11)：40—43．
肖飞．学习自主性及如何培养语言学习自主性[J]．外语界，2002，(6)：24—27．
文秋芳．外语学习策略论[M]．上海：上海教育出版社，1996．
颜红．阅读策略训练对大学生阅读水平的影响[J]．湘潭师范学院学报(社会科学版)，2003，(1)：122—125．
杨小虎、张文鹏．元认知与中国大学生阅读理解相关研究[J]．外语教学与研究，2002，(3)：213—218．
张必隐．阅读心理学[M]．北京：北京师范大学出版社，2004．
张大均．教育心理学[M]．北京：人民教育出版社，2004．
章兼中．外语教育学[M]．浙江：浙江教育出版社，1992．
中华人民共和国教育部．普通高中英语课程标准(实验)[S]．北京：人民教育出版社，2003．
周卫勇．走向发展性课程评价-谈新课程的评价改革[M]．北京：北京大学出版社，2002．
朱纯．外语教学心理学[M]．上海：上海外语教育出版社，1994．
朱文英、谢光宏．新课标下高中英语课外阅读活动[J]．中小学英语教学(中学篇)，2006，(2)：7—11．
左焕琪．外语教育展望[M]．上海：华东师范大学出版社，2002．