文本解读在高中英语阅读教学中的运用.ppt

文本解读在高中英语阅读教学中的运用,一、文本解读的理论基础,二、文本解读的方法和维度,三、教学案例讲解,当前的高中课程改革关注,课程的育人价值 学生的思维发展 学科核心素养的培养,阅读教学是实现学科的育人价值、促进学生思维发展、培养核心素养的重要途径英语学科核心素养,语言能力、文化品格、思维品质和学习能力,文化品格,思维品质,学习能力,语言能力,目前的阅读教学中，存在以下问题：,“单纯把阅读材料当作语言知识的载体” “单纯训练阅读技能，忽视对内容的学习” “忽视语篇产生的背景、意图、对象 ”,程晓堂. 2016.11.2 羊城教育大讲堂,教师对文本的解读是阅读教学的基础，有效进行阅读教学的前提在于关注“教学文本的解读”（戴军熔，2012） “提高文本解读能力是提高课堂教学实效和学生学习质量的关键”（王蔷，2015）教师是课堂的主导者因此，教师应当从多角度充分分析和解读文本，在文本解读的基础上通过提问等创设的教学活动激发学生背景知识、创设主题语境、层层递进地引导学生理解和分析文本，启发学生对文本内容与价值的深层思考，从而有效地传递文本价值理论基础一：文本解读,西方的文本解读理论 作者中心论 理解作者的原意 文本中心论 即文本意义存在于其语言与结构中 读者中心论读者在自身理解文本的基础上生成的意义（闫慧，2014）。

张文华和柳伟（2010：56）结合高中英语新课程标准的理念提出，“文本解读可以从文字、文学与文化三个层面不断深入” “文字信息解读”： 文本表层含义 “文学性解读” ： 对作者写作意图的理解 “文化性意义建构”：读者将自身的已有经验与文本表达的意义、价值、作者观点进行“批判性意义建构及重组”的过程Example：M3U3 The Million Pound Bank Note Reading 2,文本解读包括：文本含义解读及文化意义建构、语言知识与能力解读、文体类型与篇章结构，并在此基础上结合学生的知识背景、已有经验、语言水平等分析文本与学生之间的意义联系理论基础二：语篇分析理论(Discourse Analysis),美国语篇语言学家Beaugrande 和Dressler(1981)在著作篇章语言学入门(Introduction to Text Linguistics)中，提出语篇的七种基本属性： 衔接 Cohesion 连贯 Coherence 意图性 Intentionality 作者写作的目的 可接受性 Acceptability 语用和文体因素 信息性 Informativity 信息内容及深层意义 情境性 Situationality 背景知识 互文性 Intertextuality 与其他文本的关系,理论基础三：PISA阅读素养测评框架 (Program for International Student Assessment),PISA 2009 将阅读素养(reading literacy)定义为 the ability to understand use and reflect on texts engagement in reading written texts (阅读过程、阅读内容和阅读情境之间的交互) (OCED, 2009, p. 24),理论基础三：PISA阅读素养测评框架 (Program for International Student Assessment),PISA 将阅读的方面分类为 Access and retrieveretrieving information Integrate and interpretforming a broad understanding” and “developing an interpretation Reflect and evaluatereflecting on and evaluating the content of a text and reflecting on and evaluating the form of a text (OCED, 2009, p. 34),二、文本解读的方法和维度,关媛在基于文本解读的英语学科核心素养培养中指出为落实核心素养的培养目标，文本解读的方法可分为三点：,1. “解读文本与本单元其他素材的关联，确定话题下核心素养的整体培养目标” 2. “步步深入、层层剖析阅读文本，确定相关联的学习活动和核心素养落脚点” 3. “解读话题文本与学生实际生活的联系，挖掘文本的育人价值”,文本解读框架,Background: What is the theme of the text? What is the social and cultural background?,Accessing and retrieving: Scanning for specific information; questions about details beginning with what, who, when, where, how, why,Integrating and interpreting What is the main idea? What can you infer from the sentence? How does the author prove his argument? How can you describe the person?,Language: What is the implied/ symbolic meaning of the word/sentence? What effects does the use of /simile/metaphor, etc. achieve?,Grammar: How is it used in the sentence? How is the sentence pattern used? Use the pattern to make a sentence.,Writing style: What type of writing is the text? What are the stylistic features of the genre? How to write an article of this type?,Structure: What is the organization of the text? What discourse markers are used to make the text cohesive? Put the paragraphs in order to make a coherent passage.,Authors intent What is purpose of the text? What is the authors attitude towards the issue? How can you infer that?,Reflecting: Can you give an example in daily life? Do you have similar/different experience in your life?,Evaluating: Do you agree with the authors opinion? Why? Would the behavior be acceptable in todays society? How can you achieve success like the hero in the text? How should we treat different cultures?,三、阅读教学案例记叙文教学案例一,M1U1 P2 Annes Best Friend What: 文本背景分析： 本单元的主题是“友谊”，本篇文章也是围绕这个主题展开。

通过阅读文章，学生可认识到，朋友能在困难时刻给予精神支持，并且朋友不一定是人 故事发生在二战中德国纳粹对犹太人的迫害期间相关的背景介绍可让学生明白为何安妮会视日记为朋友，更容易地感受到安妮在那时刻渴望朋友、渴望自然、渴望自由的心境三、阅读教学案例记叙文教学案例一,What: 2. 文本内容理解： 学生通过记叙文六要素从文中获取信息，提取关键词，并由关键词概括文章大意（概括思维）通过问题链形成对文本信息的初步理解安妮对待自然的态度与心情是有变化的，可通过时间轴引导学生整理故事的主线，并推测安妮心情变化的原因推理思维）,P2 Annes Best Friend,Fast reading Read the passage quickly. To Find out: How many parts the passage contains? What are the different parts about? Part 1 Part 2,One page of Annes diary,The background about Anne and her diary,P2 Annes Best Friend,Skimming Read the passage quickly. Find out key words to get the main idea (主旨大意).,when,where,who,what,why,how,During World War II,Amsterdam in Netherlands,Anne,her diary-Kitty,They were Jewish and would be caught by the German Nazis.,She grew crazy about nature.,P2 Annes Best Friend,Key words During World War , Annes best friend, her diary, hide, the German Nazis, nature Annes best friend was her diary when her family had to hide in order not to be caught by the German Nazis During World War . During that time, she grew crazy about nature.,Read the passage carefully and then fill in the blanks,Its no pleasure,Nature could never,Annes feeling toward nature,have grown crazy about,Before hiding,While hiding,looking at nature out of the window any longer,I,everything to do with nature,Later,have kept me spellbound,She took nature for granted. 将自然视为当然,She appreciates its beauty. 欣赏, 领会,Because she was no longer able to go out as she pleased because she was in hiding.,She did not want to be a “prisoner” any longer. She wanted to live a normal life again and experience nature.,三、阅读教学案例记叙文教学案例一,How: 语言与语法: 本篇文章的词汇难度不大，个别可能会影响学生理解的生词，。