高中英语课堂阅读教学问题研究
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摘要
许多年以来,阅读在高中英语教学中起着举足轻重的作用。阅读是把英语作为第二外语学习的学习者学习语言所必备的一项社会文化技能,而且阅读能力的提高是高中阶段英语教学和学习的主要目标之一。根据《高中英语教学大纲》的要求,高中英语教学应强调阅读教学的重要性,而新课程标准也明确指出:高级中学英语教学应进一步巩固基础知识,发展听、说、读、写的基本技能,侧重培养学生的阅读能力,为学生继续学习,运用英语打好基础(张玉凤,2006)。另外,大学入学考试也明确要求提高学生的阅读能力。因为近几年高考试卷的150分中,阅读理解就占40%-45%。此外,随着我国的发展及加入世贸组织,教师也必须培养和提高学生的阅读能力。然而,由于深受传统教学理念和教学方法的影响和束缚,目前的高中英语阅读教学中存在着许多问题需要尽快解决。
为了找出教学中存在的具体问题,本文在前人研究的基础上,以调查问卷,访谈等具体的调查分析为依据,以作者本人的高中英语阅读教学实践为基础,以现代语言教学理论为指导,探讨了高中英语阅读教学现状、教学模式,总结归纳出其中存在的问题与不足。
本文包括引言、文献综述、研究设计、结果与分析、问题与建议及结论六部分。
第一部分为引言:介绍研究背景,必要性及本文主要内容。
第二部分为文献综述:逐一介绍相关理论、阅读的实质、阅读教学法等。
第三部分为研究设计:这是本文的中心,主要介绍研究方法,包括研究的主体、工具、研究问题、问卷设计及数据的收集和分析。
第四部分为结果与分析:在调查问卷后进行数据分析并找出主要问题。
第五部分为建议。
第六部分是结论。
For many years, reading plays a valuable part in English teaching and learning in senior high middle school. According to the English syllabus for senior high middle school, middle school English teaching should emphasize the importance of reading in English teaching. In accordance with the new curriculum standard: high school English teaching should make the students’basic knowledge stronger and develop their four basic language abilities of listening, speaking, reading and writing, laying emphasis on the training of their reading ability so that they can have a solid foundation for the further studies and for the use of English in the future ( Zhang Yufeng 2006). In addition, the college entrance examination also requires the promotion of students’reading ability with 40-45% out of the total marks of 150. Besides, with the development of our country and China’s entry WTO, cultivating and improving students’reading ability and competence is a necessary program. However, due to the deep-seated traditional teaching and learning theories and methods, there are some serious problems existing in senior high middle school classroom teaching instruction which need to be improved and solved as soon as possible.
In order to investigate the problems, this thesis is to research and analyze the situation and process of classroom reading instruction in Grade Two in senior high middle school. After finding out the possible problems in reading class, the author puts forwards some possible solutions to help both teachers and students improve the effect of reading teaching and learning. The thesis consists of six parts. Part one is an introduction, which gives a brief account of the background of the research concerning with the topic. Part two is the literature review which introduces some important theories focusing on the nature of reading, the teaching approaches of reading and an overview of studies in EFL reading. Part three is the core of the research. It introduces the research methodology, including participants, research approach, procedures of data collection and data analysis methods. Part four is about findings and discussions mainly focusing on the problems of classroom reading instruction, its respective reasons. Part five focused on the implications to the problems. The last part concludes the paper.
为了找出教学中存在的具体问题,本文在前人研究的基础上,以调查问卷,访谈等具体的调查分析为依据,以作者本人的高中英语阅读教学实践为基础,以现代语言教学理论为指导,探讨了高中英语阅读教学现状、教学模式,总结归纳出其中存在的问题与不足。
本文包括引言、文献综述、研究设计、结果与分析、问题与建议及结论六部分。
第一部分为引言:介绍研究背景,必要性及本文主要内容。
第二部分为文献综述:逐一介绍相关理论、阅读的实质、阅读教学法等。
第三部分为研究设计:这是本文的中心,主要介绍研究方法,包括研究的主体、工具、研究问题、问卷设计及数据的收集和分析。
第四部分为结果与分析:在调查问卷后进行数据分析并找出主要问题。
第五部分为建议。
第六部分是结论。
For many years, reading plays a valuable part in English teaching and learning in senior high middle school. According to the English syllabus for senior high middle school, middle school English teaching should emphasize the importance of reading in English teaching. In accordance with the new curriculum standard: high school English teaching should make the students’basic knowledge stronger and develop their four basic language abilities of listening, speaking, reading and writing, laying emphasis on the training of their reading ability so that they can have a solid foundation for the further studies and for the use of English in the future ( Zhang Yufeng 2006). In addition, the college entrance examination also requires the promotion of students’reading ability with 40-45% out of the total marks of 150. Besides, with the development of our country and China’s entry WTO, cultivating and improving students’reading ability and competence is a necessary program. However, due to the deep-seated traditional teaching and learning theories and methods, there are some serious problems existing in senior high middle school classroom teaching instruction which need to be improved and solved as soon as possible.
In order to investigate the problems, this thesis is to research and analyze the situation and process of classroom reading instruction in Grade Two in senior high middle school. After finding out the possible problems in reading class, the author puts forwards some possible solutions to help both teachers and students improve the effect of reading teaching and learning. The thesis consists of six parts. Part one is an introduction, which gives a brief account of the background of the research concerning with the topic. Part two is the literature review which introduces some important theories focusing on the nature of reading, the teaching approaches of reading and an overview of studies in EFL reading. Part three is the core of the research. It introduces the research methodology, including participants, research approach, procedures of data collection and data analysis methods. Part four is about findings and discussions mainly focusing on the problems of classroom reading instruction, its respective reasons. Part five focused on the implications to the problems. The last part concludes the paper.
引文
Anderson Neil J. (2003.8). Exploring Second Language Reading: Issues and Strategies Foreign Language Teaching and Research Press.
Alderson, J. C. & A. Urquhart (eds.). (1984). Reading in a Foreign Language. London: Longman.
Alpert, R. and Haber, R. (1960). Anxiety in academic achievement situations, Journal of Abnormal and Social Psychology 61:207-215
Ausubel, David A. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
Bailey, Kathleen M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary. In Seliger and Long
Balla konare. (1994). Reading Comprehension in Large Class: A Practical Classroom Procedure. English Teaching Forum. Vol.32, No.4, Oct.
Brown H. D. (1994). Principles of Language Learning and Teaching. Foreign Language Teaching and Research Press.
Bauman, H., Hogan, U. & Green, C. (1961). Reading Instruction in the Secondary School. New York: Longman, Green and Co.
Beebe, Leslie M. (1983). Risk-taking and the language learner. In Seliger and Long 1983.
Carrell P. (1989). Metacognitive Awareness and Second Language Reading. The Modern Language Journal. 73:2, 121-134. Francoise.
Carrell P, &Esky, D. (eds.) (1988). Interactive, Approaches to Second Language Reading. Cambridge: CUP.
Celce-Murcia, M. (1992). Foreign Language Teaching and Research Press.
Cook, G. (1989). Discourse. Oxford: Oxford University Press.
Davies, F. (1995). Introducing Reading. London: Penguin.
Day, R. R., ed. (1993). New ways in teaching reading. Alexandria, VA:TESOL.
Fodor, J. D. (1997). Semantics: Theories of Meaning in Generative Grammar. Hassocks: Hanvester.
Grabe William. (1991). Current Developments in Second Language Reading Research. TESOL. Quarterly, Vol. 25, No. 3, Autumn.
Grabe William and Stoller, F. L. (2005). Teaching and Researching Reading. Foreign Language Teaching and Research Press.
Guthrie, J. T., A. Wigfield, J. L. Metsala, and K. E. Cox. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading 3:231-256.
Harris, A. & Sipay, E. (1979). How to Teach English. New York: Longman Group Ltd.
Hedge, Tricia. (2005). Teaching and Learning in the Language Classroom. Shanghai Foreign Language Education Press.
Ken Hyland. (1990). Purpose and Strategy: Teaching Extensive Reading Skill. English Teaching Forum. No.2, April.
Kern, G. R. (1989). Second Language Reading Strategy Strategies: Its Effects on Comprehension and Word Inference Ability. The Modern Language Journal, 137.
Krashen, Stephen. 1985. The Input Hypothesis. London: Longman.
Long, M. H. (1983b): Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition 5, 177-93.
Michoel A. Lucas. (1990). Four Important Factors in Reading. English Teaching Forum. No.3, July.
Mitchell Rosamond & Myles Florence. (1994). Second Language Learning Theories. University of Wisconsin Press.
Norris William. (1970). Teaching Second Language Reading at the Advanced Level: Goals, Techniques, and Procedures. TESOL. Quarterly, Vol. 4, No. 1, March.
Nuttall, Christine. (2005). Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Express.
Nunan, David. (2003). Second Language Teaching and Learning. Foreign Language Teaching and Research Press, Heinle & Heinle/Thomson Learning Asia.
Oxford, R. L. 1990. Language Learning Strategies: What Every Teacher Should Know[M]. New York: Newbury House.
Pica, T. (1994). Questions from the language classroom: Research perspectives. TESOL Quarterly
Richards, J., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
Rubin, Joan. (1975). What the “good language learner” can teach us. TESOL Quarterly 9:41-51.
Scovel, Thomas. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language learning 28:134
Smith, N. U. (ed.) (1982). Mutual knowledge. London: Academic Press.
Sujit K. Dutta. (1994). Predicting as a Pre-reading Activity. English Teaching Forum. Vol.32, No.1, January.
Silberstein, Sardra. (2005). Techniques and Resources in Teaching Reading. Shanghai Foreign Language Education Press.
Steffenson, M. S. & C. Joag-Dev. (1984. ‘Cultural knowledge and reading’ in J. C. Alderson and A. Urquhart (eds). Pp.48-61.
Stoller, F. L. (1994). Making the most of a newsmagazine passage for reading skills development. English Teaching Forum, 32:2-7.
李晓静 (2004),《高中生英语阅读理解策略的比较研究》,吉林东北师范大学出版社。
刘静 (2005),《图式理论在高中英语阅读教学中的应用》,北京首都师范大学出版社。
刘书林 刘春燕 林跃武, (2006)《英语教学新概念》,北京中国科学技术大学出版社。
孙晓霞 (2004), 《英语阅读中的语用推力模式》,辽宁师范大学出版社。
王启燕(2000),《英语教学法》,东北师范大学出版社。
王瑞雪 (2006), 《高一学生英语阅读策略研究》,吉林东北师范大学出版社。
魏立明、戴立红, A III J Droege (2005), A Practical Course for English Language Teachers, 吉林东北师范大学自编教材。
张玉凤(2006),《以策略知道为基础的高中英语阅读教学及其效率的研究》,吉林东北师范大学出版社。
Alderson, J. C. & A. Urquhart (eds.). (1984). Reading in a Foreign Language. London: Longman.
Alpert, R. and Haber, R. (1960). Anxiety in academic achievement situations, Journal of Abnormal and Social Psychology 61:207-215
Ausubel, David A. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
Bailey, Kathleen M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary. In Seliger and Long
Balla konare. (1994). Reading Comprehension in Large Class: A Practical Classroom Procedure. English Teaching Forum. Vol.32, No.4, Oct.
Brown H. D. (1994). Principles of Language Learning and Teaching. Foreign Language Teaching and Research Press.
Bauman, H., Hogan, U. & Green, C. (1961). Reading Instruction in the Secondary School. New York: Longman, Green and Co.
Beebe, Leslie M. (1983). Risk-taking and the language learner. In Seliger and Long 1983.
Carrell P. (1989). Metacognitive Awareness and Second Language Reading. The Modern Language Journal. 73:2, 121-134. Francoise.
Carrell P, &Esky, D. (eds.) (1988). Interactive, Approaches to Second Language Reading. Cambridge: CUP.
Celce-Murcia, M. (1992). Foreign Language Teaching and Research Press.
Cook, G. (1989). Discourse. Oxford: Oxford University Press.
Davies, F. (1995). Introducing Reading. London: Penguin.
Day, R. R., ed. (1993). New ways in teaching reading. Alexandria, VA:TESOL.
Fodor, J. D. (1997). Semantics: Theories of Meaning in Generative Grammar. Hassocks: Hanvester.
Grabe William. (1991). Current Developments in Second Language Reading Research. TESOL. Quarterly, Vol. 25, No. 3, Autumn.
Grabe William and Stoller, F. L. (2005). Teaching and Researching Reading. Foreign Language Teaching and Research Press.
Guthrie, J. T., A. Wigfield, J. L. Metsala, and K. E. Cox. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading 3:231-256.
Harris, A. & Sipay, E. (1979). How to Teach English. New York: Longman Group Ltd.
Hedge, Tricia. (2005). Teaching and Learning in the Language Classroom. Shanghai Foreign Language Education Press.
Ken Hyland. (1990). Purpose and Strategy: Teaching Extensive Reading Skill. English Teaching Forum. No.2, April.
Kern, G. R. (1989). Second Language Reading Strategy Strategies: Its Effects on Comprehension and Word Inference Ability. The Modern Language Journal, 137.
Krashen, Stephen. 1985. The Input Hypothesis. London: Longman.
Long, M. H. (1983b): Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition 5, 177-93.
Michoel A. Lucas. (1990). Four Important Factors in Reading. English Teaching Forum. No.3, July.
Mitchell Rosamond & Myles Florence. (1994). Second Language Learning Theories. University of Wisconsin Press.
Norris William. (1970). Teaching Second Language Reading at the Advanced Level: Goals, Techniques, and Procedures. TESOL. Quarterly, Vol. 4, No. 1, March.
Nuttall, Christine. (2005). Teaching Reading Skills in a Foreign Language. Shanghai Foreign Language Education Express.
Nunan, David. (2003). Second Language Teaching and Learning. Foreign Language Teaching and Research Press, Heinle & Heinle/Thomson Learning Asia.
Oxford, R. L. 1990. Language Learning Strategies: What Every Teacher Should Know[M]. New York: Newbury House.
Pica, T. (1994). Questions from the language classroom: Research perspectives. TESOL Quarterly
Richards, J., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
Rubin, Joan. (1975). What the “good language learner” can teach us. TESOL Quarterly 9:41-51.
Scovel, Thomas. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language learning 28:134
Smith, N. U. (ed.) (1982). Mutual knowledge. London: Academic Press.
Sujit K. Dutta. (1994). Predicting as a Pre-reading Activity. English Teaching Forum. Vol.32, No.1, January.
Silberstein, Sardra. (2005). Techniques and Resources in Teaching Reading. Shanghai Foreign Language Education Press.
Steffenson, M. S. & C. Joag-Dev. (1984. ‘Cultural knowledge and reading’ in J. C. Alderson and A. Urquhart (eds). Pp.48-61.
Stoller, F. L. (1994). Making the most of a newsmagazine passage for reading skills development. English Teaching Forum, 32:2-7.
李晓静 (2004),《高中生英语阅读理解策略的比较研究》,吉林东北师范大学出版社。
刘静 (2005),《图式理论在高中英语阅读教学中的应用》,北京首都师范大学出版社。
刘书林 刘春燕 林跃武, (2006)《英语教学新概念》,北京中国科学技术大学出版社。
孙晓霞 (2004), 《英语阅读中的语用推力模式》,辽宁师范大学出版社。
王启燕(2000),《英语教学法》,东北师范大学出版社。
王瑞雪 (2006), 《高一学生英语阅读策略研究》,吉林东北师范大学出版社。
魏立明、戴立红, A III J Droege (2005), A Practical Course for English Language Teachers, 吉林东北师范大学自编教材。
张玉凤(2006),《以策略知道为基础的高中英语阅读教学及其效率的研究》,吉林东北师范大学出版社。