畢業(yè)論文----淺談中學(xué)生英語閱讀能力的提高

1、<p>　　題 目 淺談中學(xué)生英語閱讀能力的提高 </p><p>　　專 業(yè) </p><p>　　年 級 </p><p>　　指導(dǎo)教師 </p&g

2、t;<p>　　學(xué)員姓名 </p><p>　　學(xué) 號 </p><p><b>　　Out line</b></p><p>　　Chinese abstract………………………………………………….2<

3、;/p><p>　　English abstract…………………………………………………..3</p><p>　?、瘛reface …………………………………………………....4</p><p>　?、?、How to Improve English Reading Ability of Middle School Students </p>&l

4、t;p>　　………………... ………………………………………………5</p><p>　?、蟆eaching methods……………………………………………6</p><p>　?、? Conclusion ……………………………………………….......9</p><p>　　Reference …………………………………………….…………10<

5、;/p><p>　　淺談中學(xué)生英語閱讀能力的提高</p><p><b>　　摘要：</b></p><p>　　閱讀能力的提高是高中階段英語教學(xué)和學(xué)習(xí)的主要目標(biāo)之一。許多高中生在經(jīng)過了高中學(xué)習(xí)后,英語閱讀能力沒有明顯的提高,甚至學(xué)生之間的差異明顯加大。這個問題已引起許多語言學(xué)家和中學(xué)英語教師的普遍關(guān)注。本文在理論分析與課堂教學(xué)實踐的基礎(chǔ)上,對如何

6、提高中學(xué)生英語閱讀的方法進(jìn)行了分析,并以閱讀策略為切入點(diǎn),闡述了實行閱讀策略的必要性和具體對策：</p><p>　　一、 激發(fā)學(xué)生的閱讀興趣；</p><p>　　二、在平時教學(xué)中培養(yǎng)興趣；</p><p><b>　　三、拓寬閱讀范圍；</b></p><p>　　四、講究閱讀（泛讀）方法，明確閱讀目的，提高理解正確

7、率；</p><p>　　五、引導(dǎo)學(xué)生養(yǎng)成良好的閱讀習(xí)慣，加快閱讀速度。</p><p>　　總之，在英語教學(xué)中，一定要轉(zhuǎn)變觀念，重視方法的滲透和培養(yǎng)。教師作為學(xué)生學(xué)習(xí)活動的組織者和指導(dǎo)者，要著力幫助學(xué)生形成有效的學(xué)習(xí)策略，教會學(xué)生學(xué)習(xí)。就閱讀而言，想方設(shè)法調(diào)動學(xué)生的興趣，督促學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，幫助學(xué)生掌握一定的學(xué)習(xí)技巧，一步一步的堅持不懈地對學(xué)生進(jìn)行有目的的閱讀訓(xùn)練，并注意適時適當(dāng)

8、的調(diào)整方法，一定會收到預(yù)期的效果。</p><p>　　關(guān)鍵詞：學(xué)會 會學(xué) 怎樣學(xué)</p><p>　　“How to Improve English Reading Ability of Middle School Students” the opening report. </p><p><b>　　Abstract:</b><

9、;/p><p>　　The reading ability is a high school English teaching and learning of the main objectives. For many high school students, the English reading ability isn’t significantly improved, and even the differe

10、nces between the students significantly increased. This problem has caused many linguists and secondary English teacher's attention. In this paper, theoretical analysis and practice of classroom teaching based on stu

11、dents reading on how to improve the method of analysis, and reading strategies as a </p><p>　　First, to stimulate students interest in reading; Second, teaching to cultivate an interest in peacetime; Third

12、, broaden the range of reading; Fourth, pay attention to reading (extensive reading), explicit reading purposes, to improve understanding of the correct rate; Fifth, guide students to develop good reading habits, speed

13、 up the reading speed.</p><p>　　In short, in English teaching, we must change our concepts, attention to methods of infiltration and training. Learning activities of teachers as a student organizer and direc

14、tor, we must focus on helping students develop effective learning strategies, teaching students to learn. To read the terms of interest in trying to mobilize the students, urging students to develop good study habits, le

15、arning to help students master certain skills, step by step the students are constantly reading the purpo</p><p>　　Key words: learn will learn, how to learn.</p><p>　　Ⅰ、Preface

16、 </p><p>　　Secondary objectives in the new reading outline requirements: high school graduates to "be 70-80 words per minute speed, read the words rate does no

17、t exceed 3% of the relevant biographical stories, narratives, sketches, and the new social science Culture, History and knowledge of materials in different subjects. "Obviously, for high school students English read

18、ing ability is an important part of comprehensive ability. High school English teachers know that reading test in the proportion of the c</p><p>　　To teach him to fish, it is better to teach him to fish. Mor

19、e emphasis on modern education students in self-development, which requires teachers not only teach the students to "learn", but also to teach students "will learn." Use various methods to teach stude

20、nts "how to learn", to equip students with the ability to learn and use English. In the reading process of reading the purpose and according to different requirements, to take a different reading styles and str

21、ategies, follow the progressiv</p><p>　　Ⅱ、How to Improve English Reading Ability of Middle School Students </p><p>　　1、Strengthen the discourse of teaching, method of teaching reading （1）Jump&

22、lt;/p><p>　　To find the necessary information, such as age, numbers, names, places and so grasp the key words, the use of transitional words grammar, tone, words and timely transition state and so on, to seize

23、the article in context.</p><p><b>　?。?）Skim</b></p><p>　　Sub-read, attention to detail, attention to language structure, language processing point, grasp main facts and key informati

24、on, revealing the structure of internal relations, to help deepen the understanding. Article is an organic whole, exists between paragraphs and paragraphs within the close liaison with the theme each of the content has

25、a very important link, so the clear text structure issues, grasp the topic for the article the effect is very important.</p><p>　　（3） Push read</p><p>　　Guess not directly specify the meaning of

26、 causation, and self-Guessing the students encountered in the new words, expressions or grammar. Guide students to learn the context to guess so not only improves reading speed and form a kind of ability, which is the ke

27、y to reading. Students the ability to guess the word is very important in foreign language teaching and meaningful link. But if the experience of key words and phrases and understanding of the article will have the tools

28、 to promote student</p><p>　　（4）Overview Reading</p><p>　　Ask students from each title, to carry out almost all parts of the reading, to summarize the main points, summarize the thrust of the in

29、tention, opinion, attitude, so that you understand the overview of the full text. Almost reading also helps students to grasp the significance of links between contexts, students of comprehensive general ability.</p&g

30、t;<p>　　2、Strengthen basic knowledge of English, grammatical awareness training The key is to read the article in reading comprehension, not difficult to find in the teaching, the general, if students do not t

31、hink an article in the new words and complex sentence structure, then it is easy to understand. Today, the only traditional grammar teaching has been eliminated under the new reform has significantly weakened the grammar

32、, but in fact are often encountered in reading a large number of complex st</p><p>　　Here is the author's case the actual teaching of grammar knowledge:</p><p>　?。?） Subjunctive </p>

33、<p>　　First of all, teacher verbal sentence: If I were you, I would study hard. (If I were you, I just try to learn) this time students are very strange: the subject is I, be the verb was used were, usually is am o

34、r was, of course, there are interested students. Then the teacher further explained that this is the subjunctive mood, which requires the verb changes. On this basis, teachers give three different examples, it contains t

35、he three basic forms of the subjunctive, subjunctive mood of the studen</p><p>　?。?）Attributive clause </p><p>　　First review of nouns, adjectives as attributive usage, can make use of existing

36、language syntax of the attribute of the study, to understand the concept of attributive function and let student first find out the attribute. "If I had a clever dog ". And then review the phrases, such as prep

37、ositional phrases, and A. to the use and function. Such as: Chou is a city in Anhui. And then extended to the sentence as attribute, attributive clause of usage and function, pay attention to guiding students </p>

38、<p>　?。ˋ） A clever dog --- a dog which / that is clever. （B） A city in Anhui --- A city which / that is in Anhui </p><p>　　So when you describe somebody, when you describe some time or some place and

39、so on.</p><p>　　3 、 Broaden their knowledge, the use of cultural background knowledge for understanding</p><p>　　American translation theorist Eugene ? Granada said: "Language in Culture on

40、 the meaning, the meaning of idioms such areas are universal, so that without careful consideration of language and cultural background, any text can not properly be understood".</p><p>　　For example, a

41、 white day white surface means the day. But in the UK, white is often said that pure, meaning happiness, so a white day which means "happy occasion." So usually in reading should be noted that English-speaking

42、countries to enhance students understanding of cultural background knowledge.</p><p>　?、?、Teaching methods</p><p>　　1、In the teaching of reading, using questioning style, conversational, Discussi

43、on Method, will lead the inspired teaching - creative mode. </p><p>　　Read the article, the article points of the study, teachers request students to read and find answers to guide students to read the full

44、text of the subject caught the attention. Teachers ask questions, inspire students to answer.　Listening to the students to answer questions the students understand the process of weak links. When reading this, you can be

45、 targeted, not a waste of time, but also attract the attention of students. Students answer questions at the same time, reading and speaking ab</p><p>　　2、 the consider revising of teaching for students’ cha

46、racteristic. </p><p>　　Development of students affected by congenital and acquired the environment, education in the knowledge of English in learning, skills and abilities exist in the cognitive process of i

47、ndividual differences in cognition. Embody the cognitive differences in cognitive abilities, but also in cognitive style, showing the development of students so a variety of features. Through individualized so that the q

48、uality of all round development of students, in order to comprehensively improve the quality of </p><p>　　3、 the teacher can be combined with the specific characteristics of teaching materials.</p>&l

49、t;p>　　Outlook-style questions designed to initiate student associative thinking. The so-called Union of thinking, that is, a thing thought of another thing thought processes. Teachers should be good at problem-carrier

50、 and the main line of associative thinking to organize the training of teaching. Suspected to be good at set around the central issue of teaching materials for teaching the process of cleverly designed. By means of a dou

51、bt, shock doubt, questioning, guiding students from observation, conj</p><p>　　4、 the overall teaching around the center</p><p>　　For the teaching of the text, now there are two different points

52、 of view. One view is that the text is the pronunciation, grammar, vocabulary, comprehensive use of studying the text, that is, to learn pronunciation, grammar, and vocabulary and sentence patterns. Therefore, you can st

53、art a sentence, a paragraph through speaking and training. Another view is that the text is not just voice, the integrated use of grammar and vocabulary, and is built around a theme, plot and carry out some of the co<

54、/p><p>　　Teaching in the text, we should adopt the latter view. We can start from the whole, let students learn through the preview to the full text to the effect that, and then by doing exercises to check unde

55、rstanding preview effect. Centre of the text for the story, we first by listening, saying to introduce the background and content of the text, and through the quiz to check students’ understanding of key content. This is

56、 intended to enable students to develop reading to start the habit of trying to</p><p>　　5、 succinctly training basic knowledge,</p><p>　　Basic knowledge of language, teachers should explain the

57、 essence. In the limited time, only careful teaching, be able to do in order to point; careful teaching only is possible more practice. Careful teaching is to distinguish between primary and secondary, each focused on so

58、lving some of the major problems, not exhaustive, who begins many things. The kind of misplaced priorities, in no particular order, what to talk about encounter, even casual play, want to solve all problems at once the p

59、ract</p><p>　　6、With the careful teaching, and more practice in time will have a guarantee. </p><p>　　However, more practice time are not just reflected in the number of "many", but sh

60、ould be reflected in the training method on the "living." Such practice to achieve good results. For example, there are many ways to train sentences. Imitation is the practice sentences, translation is imitatio

61、n training; recited sentence is practiced, is practicing sentence conversion. By which method, or the first use in several ways in which, it is necessary according to the actual situation. In this regard, we </p>

62、<p>　?、?、Conclusion</p><p>　　Explicit requirements for high school English curriculum, teaching should focus on training high school reading ability, also insisted in recent years, the college entrance e

63、xamination papers of "outstanding discourse, emphasis on the application, pay attention to the actual" design principle, the testing is focused on positioning in discourse, focusing on reading skills of the tes

64、t. Of course, reading ability is definitely not short span of time, must be persistent, long-term training, teachers</p><p><b>　　參考文獻(xiàn)： </b></p><p>　　【1】 "How to improve students

65、’ English reading ability” Poyang Wei Ting </p><p>　　【2】 "On the junior high school English reading Obstacles and Countermeasures" He Yon bin </p><p>　　【3】 "English Weekly" e

66、dition of 36 high school teachers: "focus on reading material selection, improve their reading skills"</p><p>　　【4】"Students of English reading ability" Thong Guacharo</p><p>

67、;　　【5】 The learning of English teaching East China Normal University Press 1999 </p><p>　　【6】 How to Increase Reading Ability Albert Gharries 1948</p><p>　　【7】 English-weekly Shanghai Foreign La

68、nguage School Press 2000 </p><p>　　【8】 Education science People’s publishing House 1985 </p><p>　　【9】 Teaching Faster Reading, Fry, Edward, Cambridge University Press, 1963 </p><p>

69、　　【10】 Classification of English reading skills tutorial  East China University of Technology Press 1993 </p><p>　　【11】 English reading and skills of Xi'an Jiao tong University Press 1986 <

70、/p><p>　　【12】 Primary and Secondary Teaching Materials  People's Education Press  2001 </p><p>　　【13】 Foreign Language Teaching Psychology   Shanghai Foreign Language Educ