促进推理和批评阅读能力的实证研究——以篇章语境的认知建构为视角

An Experimental Research on Improving Inferential and Critical Reading Ability under Cognitive Construction of Textual Contexts

任何篇章都是语境的产物,语言语境、情景语境和文化语境构成篇章的意义基础。通过篇章语境层次的认知和建构来隐性地促进推理阅读能力和批评阅读能力,是英语专业高年级阶段阅读能力提高的尝试性途径之一。高级英语课程为这一实验教学提供理想的研究背景,在教学内容框架上展开对作品相关的各类语境的建构和分析,在教学组织模式上基于建构主义理念下的主题教学模式。实验教学结果显示:语境认知建构促进学生推理阅读能力和批评阅读能力的提高,有助于学生概述能力的培养,实验后调查表明学生主观上对语境认知建构教学总体持赞同态度。

Every text consists of linguistic context, situational context and cultural context, which tively construct the meaning of the text. Cognitive analysis and construction of textual contexts based instruction is one of the experimental ways in promoting the third - year ability mental theme English through coopera- theme - majors＇ inferential reading and critical reading ability. Advanced English Course provides a suitable foundation for such an experi-research, through which the contexts are analyzed and constructed on each of the classic works, and -based instruction is employed in organizing the classes. The results of the experimental research show that students＇ inferential reading ability and critical reading ability improves, that students＇ summarizing ability improves, and that students take positive altitudes towards the effect of the contextual analysis and construction on their own inferential comprehension and critical comprehension.