高中英语阅读教学中学生思维培养的实践课件

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,高中英语阅读教学中学生思维培养的实践,高中英语阅读教学中学生思维培养的实践,三流的老师教知识，,二流的老师教方法，,一流的老师教,思维,！,三流的老师教知识，,普通高中英语课程标准,明确,指出，高中英语课程应“在进一,步发展学生综合语言运用能力,的基础上，着重提高学生用英语,获取信息、处理信息、分析问题,和解决问题的能力，特别注重提,高学生用英语进行,思维,和表达的,能力”（教育部，,2003:2,）,普通高中英语课程标准明确,阅读教学中思维的定位：,优化阅读教学，使学生顺利完成阅读理解，达到,思维,和,表达,两个维度,培养学生综合语言运用能力，提高人文素养。,英语阅读教学的综合视野：,内容、,思维,和语言,。文本信息和目标语言是阅读课堂教学活动的基点，,思维能力,则是阅读教学的,重要产品,。,（刘道义）,（葛炳芳）,专家们如是说：,阅读教学中思维的定位：优化阅读教学，使学生顺利完成阅读理,引导学生思维的目的：,让学生在阅读时能深层次地解读文本，拓展他们,思维的广度和深度,，培养他们的评判性思维意识和能力，同时能鉴赏他国的语言文化，成为积极、主动的阅读者。,引导学生思维的目的：让学生在阅读时能深层次地解读文本，拓展,问题，作为“脚手架”，是启发学生阅读过程中思维的工具，能够引导学生的,思维,由较低层次向较高层次发展，促成学生较高思维能力的形成。,问题，作为“脚手架”，是启发学生阅读过程中思维的工具，能够引,1.,品味文本语言的鉴赏点,2.,填补文本内容的空白点,3.,挖掘关键信息的蕴含点,4.,关注中西文化的冲突点,5.,探究作者写作的出发点,6.,体味学生情感的共鸣点,1.品味文本语言的鉴赏点2.填补文本内容的空白点3.挖掘关键,1.,品味文本语言的鉴赏点,M4U5,Reading:,Theme Parks Fun and More,Than Fun,Para 2:If you want to have fun and more than fun,come to Disneyland,！,Para 3:Come to Dollywood to have fun learning all,about Americas historical southeastern culture!,Para 4:To enter a world of fantasy about ancient,England,come to Camelot Park!,1.品味文本语言的鉴赏点M4U5 Reading:Them,1.,品味文本语言的鉴赏点,M4U5,Reading:,Theme Parks Fun and More,Than Fun,Q1,:Where do you think you would see this kind of,writing?,Q2,:Whats the writing purpose?Or what does the,writer want to tell us,？,Q3,：,Can you design a theme park and make a poster,for it?,1.品味文本语言的鉴赏点M4U5 Reading:Them,2.,填补文本内容的空白点,M3U5,Reading:,A Trip on“The True North”,That night as they slept,the train rushed across the,top of Lake Superior,through the great forests and,Southward,towards Toronto,.,Q1,:What is their next stop?,Q2,:What do you know about Toronto?,Q3,:What do you think they will visit or experience?,2.填补文本内容的空白点M3U5 Reading:A Tr,2.,填补文本内容的空白点,The competition,between the two restaurants,was on,!,M3U2,Reading:,Come and Eat Here,(1),M6U4,Reading:,The Earth Is Becoming Warmer,But Does It Matter?,No one knows the effects of global warming.Does,that mean we should,do nothing,?Or are the risks,too,great,?,QS:,What do you think will happen next?,Who do you think will win the competition?,How do you think the story will end?,2.填补文本内容的空白点The competition be,3.,挖掘关键信息的蕴含点,M2U1,Reading:,In Search of the Amber Room,What do you predict the passage will cover?,What is amber room?,Why was it lost?,How was it built?,What happened to it?,Who was in search of it?,How to search for it?,Did they find it?,3.挖掘关键信息的蕴含点M2U1 Reading:In S,3.,挖掘关键信息的蕴含点,M2U1,Reading:,In Search of the Amber Room,What has been left out of the text?,What does the author mean by saying,in search of,the amber room?,Do you think it is a good title?Why(not)?,M1U3,Reading:,Journey Down the Mekkong,adventurous,unexpected,mysterious,valuable,exciting journey,3.挖掘关键信息的蕴含点M2U1 Reading:In S,Strange things _(happen)in the,country side of northeast Hubei.,In the farmyard,the chicken and _ the pigs were too nervous to eat.(also/even),Mice ran out of the fields _ places to hide.(looking for/to look for),But _ one million people of the city,who thought little of these_(things/events),were asleep as usual that night.(the/),M1U4,Reading:,A Night the Earth Didnt Sleep,Strange things _(happ,4.,关注中西文化的冲突点,M6U5,Reading:,An Exciting Job,Q1:Why does the writer regard being a volcanologist,as an exciting job?,Q2:How does he show that he is excited about his,job?,Q3:Do you agree with the writer that being a,volcanologist is an exciting job?Why(not)?,I travel to unusual places and meet interesting people,from all over the world.It was an absolutely fantastic,sight,4.关注中西文化的冲突点M6U5 Reading:An E,5.,探究作者写作的出发点,M4U3,Reading:,A Master of Nonverbal Humor,and up to now nobody has been able to do this better,Than Charlie Chaplin.,Q1:How did Charlie Chaplin manage to bring people,laughter?,Q2:Why does the writer entitle him a master of,nonverbal humor?,Q3:Do you agree with the writer?Why(not)?,5.探究作者写作的出发点M4U3 Reading:A M,6.,体味学生情感的共鸣点,M4U2,Reading:,A Pioneer for All People,Q1:Why does Doctor Yuan have one dream after,another?,Q2:Can you predict what his next dream will be?,Q3:Have you ever dreamed such great dreams to love,and care for people?And whats your dream?,Just dreaming for things,however,costs nothing.,One dream is not always enough,especially for a person,who loves and cares for his people.,6.体味学生情感的共鸣点M4U2 Reading:A P,基于思维活动层次的问题设计,问题类型,展示型,参阅型,评估型,提问者对答案的预知程度,强,中,弱,作答者对文本的依赖程度,强,中,弱,认知层次,识记,理解,应用,分析,综合,评价,思维活动,低级,高级,表,1,问题类型及其认知复杂性,基于思维活动层次的问题设计问题类型展示型参阅型评估型提问者对,展示型：凸显文本脉络，活化文本信息,参阅型：拓展文本内涵，彰显文本特征,评估型：内化内容思想，发展心智思维,三类问题的设计,展示型：凸显文本脉络，活化文本信息 参阅型：拓展文本内涵，,一、联系实际，引入话题，,点燃,思维。,二、阅读设问，层层深入，,指导,思维。,三、结合语篇，深层理解，,活跃,思维。,四、回归生活，运用思考，,拓展,思维。,五、语言理解，结合课文，,判断,思维。,流 动,低层次,高层次,专家们的建议,思维能力,一、联系实际，引入话题，点燃思维。流 动低层次 高层次 专家,更加关注对阅读文本的多元解读,更加重视所设问题的思维含量,更加重视学生问题意识的培养,我的思考,更加关注对阅读文本的多元解读更加重视所设问题的思维含量更加重,Thank,you!,Thank,