探究新型有效模式,走進英語閱讀文本

在中學英語教學中，學生英語閱讀能力的培養和考查是重頭戲，英語閱讀課備受關注。其中如何向學生展現英語閱讀課文本，就是一種“開篇點題，畫龍點睛”的藝術和技巧，這對緊接著進行的閱讀理解效果起到事半功倍的作用。然而我們卻經常看見一些千人一面的“模式”，或大同小異的“模式”:如直接導入新單詞，或從網上下載幾張圖或設計幾個問題導入。不管文本在題材、體裁還是篇幅的長短或詞匯的數量及分布上有什么不同，許多教師都采用了類似的套路，因為“別人都這樣”。那么文中詞匯如何處理?回答“課前處理”是主流。于是，“拷貝”就成了理所當然，更成了不深入研究的理由。筆者進一步了解探訪，發現有些老師是為了公開課才這樣上的，平時還會用一種更為傳統的翻譯講解法，直接“破解”文章。因為，他們看來公開課純粹是“作秀”，課后還需要另外補課講解。要扭轉英語閱讀課教學這種高成本、低效益的局面，教師迫切需要吸收先進的教學策略和技巧，適應課程改革、教學改革的發展需要，提高英語閱讀課課堂教學的有效性，更新教學理念，力求在理論上有所突破，在實踐中大膽創新，在成效上有所顯現。

1. 從日常的對話交流中走進閱讀文本

課題:廣州初中英語教材3A Lesson 16。主題:廣州的今昔變化。閱讀教學課開始時的對話交流:

T: How long have you lived in Guangzhou?

S1: About 12 years.

T: Guangzhou is a beautiful city， isn’t it?

S2: Yes.

T: But could you tell us how beautiful it is?

S3: There are so many tall buildings and nice parks.

S4: The streets are getting wider and cleaner.

S5: Guangzhou will hold the 16th Asian Games， so people is rebuilding the old city.

T:We all know that Guangzhou is the capital of Guangdong Province (板書、朗讀) . It is really becoming more and more beautiful， such as the Lotus Hill， Beijing Road， the Pearl River(板書、朗讀). And the great changes is the topic we are going to read and discuss today.

因為學生已經積極參與了閱讀前的互動交流，所以再進入閱讀理解環節就會事半功倍。用本色、平淡但親切、真實、普通的日常對話在學生和學習文本之間構建了一座情感的橋梁，促進學生自然走進閱讀文本。

2. 從不斷的疑惑追問中解讀閱讀文本

課題:2009年番禺區英語中考二模文章“The e-schoolbag”.

T:Does everybody of you have a schoolbag? So you must have a lot of ideas to share about the schoolbags.

S1: I like my schoolbag， it is my study dream.

S2: When I was young， I like my schoolbag， but now I think it is a trouble to me.

T: Why did you say so?

S2: Because my schoolbag is full of textbooks， notebooks andexercise-books. I have got a lot to study. I often feel tired.

T: I know that is true and I feel so sorry.

S3: My schoolbag is so heavy for me to carry.

S4: I don’t like my schoolbag， whenever I see it， I will think of so much homework for me to do.

S5: My schoolbag is very heavy too， and I think it makes me so short.

S6: If I can have a mini computer， I needn’t take my heavy schoolbag any longer.

T: So your schoolbags really bring you a lot of burdens. Some want to have the new inventions instead of the heavy schoolbags. Now I’d like to show you a new kind of schoolbag. Maybe it will help you. (揭示解讀閱讀文本主題)

因為學生想要的new schoolbag 正是本次閱讀要輸入的重要信息e-schoolbag，學生帶著疑惑追問去解讀問題，閱讀興趣很高。所以，我們教師首先要潛心鉆研文本，理解文本思路的深刻內涵，確立一個主題，抓住一條主線，圍繞一個中心展開閱讀教學活動。通過創設問題情境，在不斷的“追問”中，學生容易帶著問題不自覺地追隨著“不斷的追問”融進文本，去讀、去解，文本的思路和事態發展的過程也就通過“讀”和“解”逐步明朗起來。

3. 在思想、情感不斷碰撞、提升、感悟中豐富閱讀文本

課題:廣州初中英語教材4A Lesson 10.主題:Which are more important，people or plants?

課前，筆者安排學生以小組為單位，探討主題:Which are more important，people or plants?各小組收集資料論證自己的觀點，展開辯論。

T: We have lived with the plants on earth for a very long time. So what do you think which are more important，people or plants?

G1: People usally say we are the king of the world. So people are more important than plants.

G2: If no plants， there will be no lands. So plants are more important than people.

G3: People can look after the plants. But they can’t look after us. So we are more important.

G4: If no plants ， we will have no food to eat!

G5: If no plants， we won’t have any Chinese medicine to cure the disease.

G6: If no plants or less plants， there will be much dirtier air.

T: So I want all of you to think about this question:“If all the people on Earth die tomorrow， what will happen to the plants?” Do you also want to know the answer which are more important， people or plants? Then let’s read about 4A Lesson 10.

學生在討論中思想、情感不斷碰撞、提升、感悟、整合、最終達成共識和體驗成功。在走進英語閱讀文本的同時也強調了老師指導學生感知、體驗、實踐、參與和合作的過程，注重了學習過程中調整或控制學生的情感和學習策略，培養了學生的積極態度和提高語言實際運用的能力。

在探究實驗中，筆者對兩班從2006學年—2008學年的每次期末考以及2009年中考的閱讀理解得分對比分析如下表(按閱讀理解40分滿分計算):