例谈文本解读缺失和失当对.ppt

例谈文本解读缺失和失当对阅读教学问题设计的影响 教师一般处理方式及设计问题 What information about Yuan Longping is mentioned in the passage? What kind of person is Yuan Longping? 引导学生朗读：“Dr Yuan is now circulating his knowledge in India,Vietnam and many other less developed countries to increaes their ice harvests. 提问：What personal quality of Dr Yuan is shown in the sentence? 板书：ambitious, simple, generous 要求“ However, he doesn’t care about being famous””He therefore gives millions of yuan to equip others for their research in agriculture” 教师总结：“We should learn from Yuan Longping” 反思问题设计 1.文本解读缺失导致问题设计模式化 直接套用人物介绍类记叙文阅读问题设计模式 根据单元主题和文章标题来梳理文章主线和脉络。“Working the land””A Pioneer for All People” 2.文本解读不当导致问题设计背离文意。 Dr Yuan is now circulating his knowledge in India,Vietnam and many other less developed countries to increaes their ice harvests. 之前：In 1950,Chinese farmers could only produce only fifty million tons of rice.In a recent harvest, however, nearly two hundred million tons of rice was produced./these increased harvests mean that 22% of the world’s people are fed from just7% of the farmland in China. 之后：Dr Yuan is now circulating his knowledge in India, Vietnam and many other less developed countries to increase their rice harvests. However, he doesn’t care about being famous””  “He feels it hives his less freedom to do his research” 教师的不良备课习惯给阅读课设计带来的影响 不习惯文本解读，直接进入设计环节 教师备课过程： 浏览语篇（了解大致文本信息，语言点） 套用阅读教学的程序设计问题（呈现文本信息和语言点） 挑选整合相关课件或教案设计问题 不能整体理解文本，文本内容碎片化。 深入解读文本，优化问题设计 开展以文本解读为起点的集体备课活动 独立解读文本 集中交流文本解读，结合学情制定目标 讨论，并使教学设计形成初稿 结合本班学情做出调整形成教案 树立语篇理念下的阅读文本解读新意识 * * He therefore gives millions of yuan to equip others for their research in agriculture”