摘要
本文针对高中英语阅读量少、功利性强的现状，从课程要求、文化意识培养和高考试题等角度分析了高中英语课堂开展文学作品阅读的重要性，从布鲁姆的教育目标和文学作品阅读教学三阶段论出发，提出高中英语文学作品阅读课的五个阶段模型，即理解、评估、分析、解读和综合，并以《汤姆索亚历险记》第二章为例，具体说明每个阶段的教学目标、设计思路和教学过程，最后建议教师在实施五阶段阅读课模型时可根据教学实际进行调整，要主动筛选改编材料、进行阅读策略指导、不要过度解读文本，也可以把文学作品阅读课结合到选修课教学中。
Currently, high school students don＇t read enough and most of their reading is instrumentaloriented. The paper attaches great importance to literature reading in high school English classes from the aspects of curriculum, cultural awareness and college entrance examinations. Based on the taxonomy for educational objectives of Bloom as well as Penny＇s advice on three stages of teaching literature, the author puts forward a five-stage model for literature reading in high school classes, that is, understanding, assessment, analysis, interpretation, and integration. To make it clear, the author further explains the model in detail with the example of Chapter 2 of Adventures of Tom Sawyer. Finally, the author briefly makes some practical suggestions on its application in senior high school English teaching.
出处
《基础教育外语教学研究》
2013年第9期24-28,共5页
Foreign Language Teaching & Research in Basic Education
关键词
阅读教学
文学作品阅读
教学模式
文化意识
reading teaching
literature reading
teaching model
cultural awareness
