高中英语阅读教学中学生思维培养的实践.pptVIP

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！ 《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） 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： 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。 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。 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 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 America’s 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: Theme Parks– Fun and More Than Fun Q1 : Where do you think you would see this kind of writing? Q2: What’s 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? 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 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? 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 wa