大專英語教學與學習常見問題分析與總結(jié)

1、近年來有許多學者對口語及閱讀的教學關(guān)系不斷作出研究和發(fā)展，但大部分都是“以讀促說”，即通過對閱讀知識的積累來提高口語能力。其實，除了閱讀可以促進口語學習，完成口語任務(wù)也能幫助閱讀理解能力的提高。口語活動能夠活躍課堂氣氛，而為了完成口語任務(wù)，學生要更有針對性地學習文章內(nèi)容，集中精力理解詞匯句子，主動參與到閱讀課中去。只有讓學生意識到自己在語言學習中的主體作用，才能采取主動積極的態(tài)度去學習，最終取得英語學習的成功。因此，“以說促讀”在英語閱讀教學中有其可行性。in recent years many scholars on speaking and reading teaching relatio

2、ns continue to research and development, but most of them are the " reading-based said ", namely through reading the accumulation of knowledge to improve the spoken language ability. in fact, in addition to reading can promote english learning, complete oral task can also help the improvem

3、ent of reading comprehension. oral activities to enliven the classroom atmosphere, but in order to complete the oral task, students should be more targeted to learn the contents of the article, to concentrate on understanding of vocabulary sentence, actively involved in reading class to. only let th

4、e student aware of language learning in the main role, to take positive attitude to learning, finally achieved success in learning english. therefore, " says promoting reading " in teaching english reading has its feasibility.一、 高職院校英語教學現(xiàn)狀及“以說促讀”的必要性高職高專教育英語課程教學基本要求明確提出“以實用為主，以應(yīng)用為目的”的教學思想，

5、這要求培養(yǎng)學生英語應(yīng)用能力。然而高職高專生源來自高考生、職業(yè)中專、職高學生等。如孫瑩（2012）指出，高職學生普遍存在英語基礎(chǔ)較薄弱，英語學習熱情不高，缺乏自覺性等問題。這導致了學生英語能力，特別是閱讀技能難以提高的障礙。且在現(xiàn)今英語閱讀課中許多教師還沿用傳統(tǒng)3p教學法，即presentation(講授)，practice(操練)和production(生成)，單向傳授生詞句型及語法點，學生完全處于一個被動接受的狀態(tài)，導致學生課后遺忘率高，不會把課堂的知識應(yīng)用到生活中。但我們要培養(yǎng)的應(yīng)是學生的閱讀理解能力，并把閱讀課中學到的知識運用到生活中去，這才能從本質(zhì)上實現(xiàn)高職院校英語教學目標?！耙哉f促讀

6、”是一種以學生為中心的教學方法，我們可以使學生以交際為形式如完成對話任務(wù)為目的，積極主動從閱讀材料中找出有用信息加以理解并運用，來調(diào)動閱讀積極性，提升閱讀理解能力和知識應(yīng)用能力。二、 “以說促讀”在大學英語閱讀部分的實施步驟及分析現(xiàn)以大一大學英語新理念綜合教程“unit 1 college life”課文“what to expect from college life”為例，說明“以說促讀”在閱讀課的實際應(yīng)用。這個單元教學目標是讓學生掌握課文單詞短語和語法點，并學會表達對大學新生活的感受。1. 學生三分鐘課前自由演示在每節(jié)課開始前組織三位學生進行三分鐘自由演示，要求題目與大學新生活相關(guān)，形式

7、可以是ppt演講，對話，角色扮演，分享小故事，小短劇等。這活動能夠促使學生自主學習，主動查閱有關(guān)本課文的單詞句子，從一定程度上促使學生預習。而根據(jù)何廣鏗（2011）總結(jié)的第一個閱讀教學原則，閱讀要注重輸入和激活相關(guān)背景知識。為了這個自由演示，學生會自主查找相關(guān)資料，為本課閱讀提供背景知識，首先激起學生學習課文的興趣。2. 創(chuàng)設(shè)課堂情境，以完成對話為目的閱讀理解課文與以往閱讀課老師全然掌控課堂并準備好問題，學生被動回答不同，現(xiàn)全班以同桌為單位分成若干個小組，選出4位學生為評委。為完成對話，學生必須仔細閱讀課文，主動找出課文信息點，充分發(fā)揮課堂以學生為主體的優(yōu)勢。學生a從課文中導出可以進行發(fā)問的問

8、題，例如：“how can we learn to enjoy hardship?”“how to communicate with others in college?”“why do we need to take on our responsibilities?”等，然后學生b從課文中找到相應(yīng)答案進行回答，雙方共同合作完成4分鐘左右的對話任務(wù)。此外，在閱讀和總結(jié)課文過程中遇到的陌生單詞短語，教師允許并鼓勵學生通過字典或手機來查詢，以最大限度提供學生自主學習的機會。in two, " says promoting reading " to " universi

9、ty " in english reading part of the steps of implementation and analysisnow a university " - new concept english integrated course " " unit 1 college life " text " what to expect from college life " as an example, " said that to promote reading " in the r

10、eading class application. this unit teaching goal is to make the students master the words and phrases and grammar, and learn to express new to the university life.1 students three minutes before class free demoat the beginning of each class before three students three minutes free demo, subject and

11、 requirements of university freshmenliving related, could be in the form of ppt speech, dialogue, cosplay, share stories, such as the small playlet.this activity can promote students' autonomous learning, this text actively consult related words and sentences, from a certain extent prompted stud

12、ents to preview. according to he guangkeng ( 2011) summarize the first principle of reading instruction, reading should pay attention to the input and activating background knowledge. for the free demonstration, students will independently to find relevant information, to the class reading to provid

13、e background knowledge, arouse students' learning interest in the first text.2 creating classroom situation, in order to complete the dialogue for the purpose of readingwith the previous reading teacher completely to control the class and prepare questions, students answer, now the class to tabl

14、e unit is divided into a number of groups, of 4 students selected for jury. to complete the dialogue, the students must read the text carefully, take the initiative to find the text information, give full play to the advantage of classroom with students as main body. student a from the text derived

15、can ask questions, for example: " how can we learn to enjoy hardship? " " how to communicate with others in college? " " why do we need to take on our responsibilities? ", then the student b from the text to find answers to answer, both sides cooperate to complete the a

16、bout 4 minutes of dialogue task. in addition, in reading and summarizing the process encountered unfamiliar words and phrases, teachers allow and encourage students through the dictionary or mobile phone to the query, in order to maximize provide students independent learning opportunities.何廣鏗（2011）

17、指出另一個閱讀教學原則是要激發(fā)閱讀動機。利用口語任務(wù)能充分引發(fā)學生對課文的興趣，為了自我能力的表現(xiàn)及滿足表演欲，他們會盡力對課文進行理解，在一問一答中，其實就已經(jīng)對課文重點進行了篩選，且積累了談?wù)摯髮W生活的談資。而此期間學生要明白文中的生詞句子，就要從多途徑例如字典或手機進行查閱，加深對生詞的認識。于對話任務(wù)中學生也更直觀地了解到文中生詞短語和語法點的用法和適用場合，加上親身置于真實場景，更能使學生學會如何把課文內(nèi)容用于日常生活中，高效地達到了閱讀課結(jié)合單詞教學，課文理解及知識運用的目標。例如，本文有短語“stand on ones own feet”,在學習該課文之前，學生對此短語感到陌生，

18、甚至把它翻譯成“站在自己的腳上”，如果只靠老師講解，學生會很快淡忘。但通過這次口語活動，學生結(jié)合課文內(nèi)容講述大學新生活應(yīng)擺脫對他人的依賴，理解到它為“自主獨立”的意思，更把它編入到小組的對話入面加以應(yīng)用。3. 課堂對話展示，多維度評分標準及總結(jié)教師隨機抽出小組進行對話展示。若時間不夠余下小組可作為下次課的三分鐘自由演示。評委由選出的4位學生和老師共同組成，總分為10分：內(nèi)容分3分，即是否緊貼課文內(nèi)容；語言分3分，即對話語法正確率及流暢度。靈活分2分，即觀察學生是背誦課文內(nèi)容還是把課文知識融會貫通；表演分2分，即學生整體表現(xiàn)是否自然大方。教師最后根據(jù)每部分得分進行總結(jié)，以鼓勵為原則提出改進建議。

19、此外教師在學生已對課文內(nèi)容、生詞有相關(guān)認識的基礎(chǔ)上對文章進行“輔助性”的后續(xù)補充講解則事半功倍。三、“以說促讀”在大學英語閱讀課運用的總結(jié) 大部分學生能利用本課閱讀內(nèi)容編寫出一個簡單對話，并樂于使用課文中出現(xiàn)的生詞和套語，雖然語法還有待提高，但學生在歡聲笑語的合作中學習，不再對閱讀理解產(chǎn)生畏難情緒，反而積極投入到課文內(nèi)容中去，總算為閱讀教學推進向前一小步?！耙哉f促讀”閱讀教學模式，一改以往英語閱讀課死氣沉沉的氣氛，為學生營造了一個輕松平等的外語環(huán)境，在做中學。為完成對話，學生要以最大程度理解課文，并把所課文的單詞短語及內(nèi)容運用到實踐中。在這個方法中，學生在英語閱讀課里的被動地位轉(zhuǎn)為主導，以一個

20、主人翁的角色去學習每一個閱讀材料，參與度高，學習質(zhì)量也容易得到提升。這方法除調(diào)動學生閱讀積極性，還能培養(yǎng)記憶、口語、聽力和思維能力，更大程度提高學生對閱讀材料的信息提取和總結(jié)能力，發(fā)展學生閱讀理解技能。此外，這種教學模式提供實際情景所需的生動性和真實性，有利于認知從書本知識到實踐應(yīng)用的升華。three, " said promoting reading " university " in english " reading teaching summarymost of the students can use this class to read wr

21、ite a simple conversation, and to use the new words and language, although the grammar have to be improved, but the students in the laughter in the cooperation learning, not on reading comprehension have emotional difficulties, but positive input to the text content to go, at least for the teaching

22、of reading to advance a small step forward. " to promote reading " reading teaching mode, change the traditional english reading course lose one's vitality atmosphere, for students to create a relaxed equal language environment, learning by doing. to complete the dialogue, the student should to the greatest degree of understanding o