张连仲：培养语感,发展思维.ppt

基本类型：8 basic maps 1 circle map (圆圈图） 2 bubble map (气泡图） 3 double bubble map (双气泡图） 4 flow chart map ( 流程图 ） 5 multi- flow chart map （多倍流程图） 6 brace map (支架图） 7 tree map ( 树形图） 8 bridge map ( 桥形图） 激活思维 ，理顺思考，有效表达，提升思维360安全文件夹\钱晓琦.ppt 阅读教学--过程性，悦读 策略: 悦读意义为先？背景？深度引领 各种操作的关系？自然拼读？各种方式读：听读、指读、跟读、齐读、诵读？ 配音？ 整体感悟输出 慢悦读？谁要慢？ 我们的期待 单词与课文，语义与语境，语感与思维 last longer books Word meaning, word Look at the following words : Man cut only Man wash cut dry Why laugh ? We are putting single word meaning into chained meaning, we create meaning , (which happens to be wrong, horrorbly wrong ) Woman wash cut dry When we see the word chain, we put them together and provide more meaning from our mind ,with our stored language and cultural knowledge ,we filled the missing meaning with contextualised meaning ,the more we see and fill , the more meaning or true meaning we hope to reach. However , the context in which the words or sentence appear provide us with contextual or conditional meaning for real understanding, so it is part of meaning or even what makes word meaning really meaningful (mean something ) in context Words, to word map, to mind map Words into map, words in connection Word map has bigger meaning than words in map, textual meaning , information map The process of finding information in word map is called mind map Or more accurately mind mapping So learning for meaning should not stop at knowing the word meaning( basic meaning ?) it should be a process of finding the contextualised meaning of the word as it is used in the text, a word is only truly meaningful when it carries both its basic meaning and its contextualised meaning , and that can only be realised in much practice of reading, listening and in speaking and writing , or in integrative and interactive activities in language learning 意义 建立整体感、 理解信息的逻辑建构 从阅读中体验情感和观点 如何看：语法和语言认知 更新语法理念：语法是语用的规则； 语法是一个语言无限应用可能性和无限具体言语行为的支持体系和规律