评价理论在英语阅读教学中的运用  

Application of Evaluation Theory to the Teaching of English Reading

作　　者：孙静[1] 

机构地区：[1]天津理工大学外国语学院,天津300191

出　　处：《教育理论与实践（学科版）》2012年第12期53-55,共3页

摘　　要：评价理论能够体现出人际交往的特点,表达对人或事物的态度和推断,有利于促进对社会角色关系的理解,进而有效解读语篇的观点。评价理论的三个次系统在英语阅读教学的观点解读中起着不同的作用,即态度次系统传递主体性评判,介入次系统调节参与程度以及级差次系统表达情感的强度。在英语阅读教学中,利用评价理论的三个次系统来解读语篇,有助于学生更好地理解语篇的内容,培养学生的观点解读能力,从而提高学生的英语阅读水平和鉴赏能力。The evaluation theory can reflect the interpersonal characteristics, express the attitude and deduction of person or thing and help promote the understanding of social-role relationship, and thus effectively interpret the viewpoint of an article. The three sub-systems of the evaluation theory play a different role in the interpretation of viewpoint for the teaching of English reading teaching, namely the sub-system of attitude delivers the evaluation of subjectivity, the sub-system of intervention adjusts the level of participation and the sub-system of grade differential express- es the intensity of emotion. In the teaching of English reading, the three sub-systems of the evaluation theory are adopted to interpret an article, which helps students better understand the content of the article and cultivate the viewpoint-interpreting ability of students so as to improve their English reading level and connoisseurship.

关 键 词：评价理论 英语阅读教学 态度次系统 介入次系统 级差次系统 

分 类 号：G642.0[文化科学—高等教育学]