指向读后语言输出的英语阅读教学实践——以Green Switzerland为例  

The Teaching Practice of Aiming at the Language Output After English Reading—A Case Study of Green Switzerland

作　　者：孙俊[1] Sun Jun(Jiangdu International School,Yangzhou Jiangsu 225200,China)

机构地区：[1]江苏省扬州市江都区国际学校,江苏扬州225200

出　　处：《基础教育外语教学研究》2020年第4期47-51,共5页Foreign Language Teaching & Research in Basic Education

基　　金：江苏省教育科学“十三五”规划课题《基于认知体验的初中英语教学策略研究》阶段成果。课题编号:Ec/2018/06。

摘　　要：英语语篇阅读教学是提升学生学科素养的主要载体。阅读教学已经受到广大师生的重视与关注,但在具体语篇解读中,老师们更关注的是学生阅读理解能力的培养与训练,对语言知识的处理显得较为呆板、粗糙,缺少语境状态下的语用训练,对语言知识教学课堂的建构缺少设计,对语言知识的理解较为缺失。本文试图从基于读后输出为指向的阅读课第二课时的设计所应关注的几个方面做解读,即再现文本结构,理清信息内在联系;引出文内语知,明晰语知基本内涵;揉合文内语知,内化语言表意功能;依托主题语境,扩充文外关联词汇;链接关联主题,促发思维深层互动;创设虚拟情境,实现文本再构输出。The teaching of reading is the main approach to enhance students'linguistic competence,which has attracted wide attention of teachers and students.However,teachers often pay more attention to the cultivation and training of students'ability of reading comprehension,with less emphasis on linguistic knowledge,the teaching of which is often rigid and careless,lack of training in the context,as well as careful teaching design and deep understanding of linguistic knowledge.This paper makes a study on the several aspects in the teaching design of the second class of reading,which includes the outline of structure,relationship of information,understanding and application of linguistic knowledge,related vocabulary and theme,text reconstruction in a virtual context.

关 键 词：文本结构 表意功能 主题语境 思维互动 文本输出 

分 类 号：G63[文化科学—教育学]