高中生阅读策略(陈昭珍).PPT

* * * * * * * * * * * Today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a “singularity” – an event which changes things so fundamentally that there is absolutely no going back. This so-called “singularity” is the arrival and rapid dissemination of digital technology in the last decades of the 20th century. But whether or not this is literally true, we can say with certainty that their thinking patterns have changed. Basic literacy is K-4th grade-learning to read, site words, grammar, focus on simple comprehension. Intermediate literacy is 4th-8th grades—more complex text and more differentation between content areas. Disciplinary literacy—high school and college—different disciplines require different approaches. * Subject Matter – Disciplinary knowledge—the different ways different people look at the same text. History students with background knowledge and historians with no prior knowledge of event read the same text—the students read the text as its own entity just to get the facts. The historians look at the source, time and method then the content. They look at arguments made by the author then evaluate the knowledge in the article. * Different authors offer different perceptions which may change as the times change the way we look at the past. Reading a narrative is more than just facts, it seems like a true story. Single texts only offer one perspective. * Chemists and scientists take a different approach to reading texts. Science is about probability—predicting what will happen in the future. The chemist will read the text, look at the diagram, read some more, check the graphs, read, and check some more until he can gather enough information to draw his own conclusions. * Math reading does not rely on the author or time—just facts. * *