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1、指向思維品質提升的英語閱讀教學指向思維品質提升的英語閱讀教學 2024.3.26赵鑫要素一：思維品質思維品質是指思維在邏輯性、批判性、思維品質是指思維在邏輯性、批判性、創新性等方面所體現的能力和水平。創新性等方面所體現的能力和水平。思維品質是英語學科核心素養的心智思維品質是英語學科核心素養的心智表徵。表徵。普通高中英語課程標準普通高中英語課程標準（20172017年版）年版）邏輯創新批評思維的規則和規律質疑、求證態度和行為求異、求新的意識獲取理解加工表達要素要素二：英語（思維）二：英語（思維）語言與思維的關係語言與思維的關係思維是大腦對客觀事物及聯繫間接概括的思維是大腦對客觀事物及聯繫間接概括
2、的反映：反映：感知感知-分析分析-綜合綜合-抽象抽象-概括概括-記憶記憶-探索探索-發現發現人類與動物的最大區別之一是思維，因為人人類與動物的最大區別之一是思維，因為人類有複雜的語言符號系統類有複雜的語言符號系統語言是思維的語言是思維的物質外殼物質外殼思維是語言的思維是語言的內核內核要素要素二：英語（思維）二：英語（思維）漢語與英語的不同思維在詞法上，英語屬於綜合型語言，漢語是分析型語言英語句子呈樹形，漢語句子呈線形；英語重心在句前，漢語重心在句後在漢語背景下，我們更習慣於形象、直觀思維在英語體系中，他們更習慣於邏輯思維要素三：閱讀（理解）要素三：閱讀（理解）語言能力指在社會情境中，以聽、說、
3、讀、看、語言能力指在社會情境中，以聽、說、讀、看、寫等方式寫等方式理解理解和表達意義的能力，以及在學習和和表達意義的能力，以及在學習和使用語言的過程中形成的語言意識和語感。使用語言的過程中形成的語言意識和語感。高中英語課程標準（2017年版）順著條理進行詳細的分析，在一定的認知上瞭解，明白。蘇軾在眾妙堂記說：庖丁之理解，郢人之鼻斲，信矣。要素要素三：閱讀（理解）三：閱讀（理解）to know or realize the meaning of words,a language,what somebody says,etc.to know or realize how or why someth
4、ing happens,how it works or why it is importantto know somebodys character,how they feel and why they behave in the way they doto think or believe that something is true because you have been told that it isfrom the Oxford Advanced Learners Dictionary解題：指向思維品質解題：指向思維品質提升的英語閱讀提升的英語閱讀教學教學目的：讓學生更聰明目的：讓
5、學生更聰明行為：讀更多書行為：讀更多書途徑：途徑：教他們學習閱讀英語教他們學習閱讀英語教師教師教教學生學生學習學習英語英語教學的路徑（Approach）語言語義理解（表層結構理解）文化內容理解（幔層結構理解）語篇主題理解（深層結構理解）自我素養提升自我素養提升ItisSundaytoday.語言語義理解（表層結構理解）文化內容理解（幔層結構理解）語篇主題理解（深層結構理解）自我素養提升自我素養提升閱讀的技巧（Skills）n激活背景知識（Activate prior knowledge）n培養詞彙技能（Cultivate vocabulary）n傳授閱讀技巧（Teach for compreh
6、ension）n提高閱讀速度（Increase reading rate）n驗證閱讀策略（Verify reading strategies）n評估學習效果（Evaluate progress）閱讀的技巧（Skills）激活背景知識（Activate prior knowledge）大腦風暴（brainstorming）腦圖構建（mind mapping）話題猜測（predicting）閱讀的技巧（Skills）培養詞彙技能（Cultivate vocabulary）詞彙識記機械重復（rote repetition）記憶術輔助法（mnemonicapproaches）詞義識別構詞分析（anal
7、ysis of wordstructure）語境利用（use of context）閱讀的技巧（Skills）傳授閱讀技巧傳授閱讀技巧（Teach for comprehension）閱讀理解過程是信息的獲取、加工、貯存、提取和使用等一系列認知操作的過程，其心智活動涉及感覺、知覺、記憶、想象、思維（邏輯性、批判性、創新性）等HypothesisSkimmingScanningPredictionInferencesInterpretingJudgingMaking associationsDeducing思維：邏輯性、批判性、創新性Making hypotheses（Guessing）Befo
8、re you read a text,look at the title,the headings,and the pictures.Then make hypotheses about:the topic of the text.the opinions the writer will have.the words the text will use.how the text will make you feel.SkimmingYou can skim a text in different ways.You can read:the title and other headings an
9、d look at the pictures.the first sentence of each paragraph.the last sentence of each paragraph.the first and last paragraph.ScanningWhen scanning,you look over the text very quickly without stopping or trying to understand the text.You are just looking for the information you need.When scanning,you
10、 look for peoples names,places,numbers,dates,and times,as well as other key words.Making predictionsWhile reading,readers think about what action,topic,or words will come next.For example,“I was on vacation in Hong Kong,China,and I couldnt believe it when I saw.”Tell a partner how you think this sen
11、tence will end.Making and checking predictions while we are reading will help us understand and stay interested in the text.Making inferencesTo make an inference,you read a text,sentence,or phrase,think about it,and understand things about the text that are not mentioned.For example,“Suzy is relaxin
12、g on her sofa”.We can infer:Suzy is a woman;Suzy is probably at home;Suzy is probably lying down on her sofa;The writer doesnt tell us that Suzy is a woman who is lying on her sofa at home,but we can make these inferences from the information in the text.Making interpretationsTo read effectively,we
13、often need to interpret the text,asking ourselves,“What is the writer saying?For example:(in a restaurant)A customer said“You must be joking”when he saw a bill.You can interpret the customer to mean the bill is very expensive and he wasnt expecting such a large bill.Making judgmentsThat is to decide
14、 whether st is good or bad,right or wrong,interesting or boring,fair or unfair,strange or normal,etc.For example:“When I was 16,I only chose friends who were attractive and good at sports.I didnt take note of whether they were kind to others.”His reason for choosing friends was good or bad?His feeli
15、ngs were normal or unusual for a 16-year-old?He will find good friends this way?Making associationsTo think about similar situations from our own lives and associate the text with our own personal knowledge.For example:“It was the night before Lisas final English exam,she was tired and drinking a lo
16、t of coffee.”readers may think about a similar experience they had.Theymay think about:where they were studying for their English exam.why they were still studying late.how they felt while they were studying.what happened in the exam(whether they passed or failed).Deducing the meaning of wordsTo gue
17、ss the meaning of words from the context we find them in.For example:The brave firefighters tried valiantly to save the familys pet from the burning house.a.quietlyb.bravelyc.slowly閱讀的技巧（Skills）提高閱讀速度（Increase reading rate）速度遞增閱讀（如60秒增速）重復閱讀（如200詞，正確率）班級同步閱讀（確定最低目標，教師到時提醒）自控閱讀閱讀的技巧（Skills）驗證閱讀策略（Verify reading strategies）有聲思維（thinking aloud）教師大聲朗讀，學生跟著閱讀教師敘述心中的思維活動鼓勵學生補充他們的想法學生分組訓練閱讀的技巧（Skills）評估學習效果（Evaluate progress）閱讀檔案（reading portfolios）制訂具體的目標評價內容與目標一致記錄學生進步管理評估時間交流評估後的結果Thank Your！