拼图式阅读法.doc

拼图式阅读法在小学高年级英语教学中的应用 【摘要作为合作学习的一种有效形式被广泛地运用于各类课程的教学活动提高阅读能力积极地促进学生获得语言知识同时也培养学生的口语能力和交际能力关键词—读课文—做练习”，学生容易产生厌学感，甚至一看到文章就会头晕。特别是后进生，他们的基础差，注意力不集中，更容易开小差，那么他们在课堂中学到的知识就更加少了。 为了减少学生对课文的厌学感，拼图式阅读法悄然在英语阅读教学中铺展开来。那什么是拼图式阅读法呢？拼图式阅读法就是把拼图的理念和做法与英语阅读相结合的一种教学方法。它是一种合作学习方法，是由美国德州大学Aronson教授在1971年提出并逐步蔚然成风的教学方法之一。而阅读是主动地、积极地获取信息的创造行为，是培养学生通过视觉感知书面文字符号并获取信息能力的途径，更是提高听、说、写能力的有力杠杆，。One day, a monkey drive his car near a lake. Suddenly, he see a tiger under a tree. The tiger see him, too. He run very fast at the monkey. The monkey is very afraid and he and his car fall into the lake. He cant swim and he shout. A rabbit come and he jump into the lake. He swim to the monkey, but can’t help him. The rabbit and the monkey shout for help in the lake. A giraffe come along. He is very tall. He help the rabbit and the monkey. 短文2： Im Li Lan. I am a student in Guantian school. There are three people in my family-----my father, my mother and me. My father is 39 years old. He is a driver . He is good at maths.He likes watching NBA.He doesn t like singing.My mother is 34 years . She is a teacher. She likes listening to music. She usually gets up early and goes to work . Shes a good mother.I love my parents . And they love me, too. 第一篇短文，因为分割段落后，人称表达和意思不明确，表达的意思也过于分散，因此不适合采取拼图式阅读法。 第二篇短文则正好想法，分割段落后，人物少，表达的意思明确，因此适合采取拼图式阅读法。 下面就短文2进行短文的整理，首先是分段，可以根据需要将它们分成三段或四段。根据需要，笔者把它们分成了3段，这3段分别对应的是A组、B组和C组，在每组阅读材料的后面设置相应的问题，这些问题属于练习1，是学生在专业组进行讨论的时候使用的问题。在练习1下面还有练习2，是学生完成了专业组的讨论后，回到原属组后进行讨论的练习。 A Im Li Lan. I am a student in Guantian school. There are three people in my family-----my father, my mother and me. Exercise 1： （ ）1.I am a . A. student B. teacher C. driver （ ）2.How many people are there in the family. A.5 B. 4 C.3 （ ）3.I study in school. A. Gutian school B. Guantian school C. Guti school 4.What’s the meaning of the following words? people: Exercise 2： 判断正误。 （ ）1. My father is a driver. （ ）2. My mother is a