阅读教学的视角误区

Mis-perspectivation in approaching reading teaching

阅读是学生获取各种信息的基本手段和途径,阅读教学是教师培养学生阅读技巧的重要方法,而阅读教学中从何种角度组织材料是教学方法的重要环节。阅读教学的视角直接制约其主体任务的实施,究其原因与其一贯的语言知识先行的观念误区有关。症结所在是语言能力与语言应用相互脱节以及语言知识与百科知识不能并行。针对性的纠偏策略着眼于语篇功能及情景语境,而话语分析更能体现文本主旨与文章视角。阅读教学的视角分析有助于学生把握篇章论证,对改进阅读教学具有一定的方法论启示。

Reading is the fundamental mode and channel through which students can get various information. Reading teaching is the important method for teachers to train students with reading skills. In reading teaching, perspective is considered as an essential part in collecting reading materials. The perspective of reading teaching heavily affects the realization of the main tasks in reading comprehension. The cause-effect analysis investigates the conceptual error of traditional priority to the learning of language knowledge. The crux of the problem is that language competence does not link language performance and linguistic knowledge does not parallel encyclopedic knowledge. The error-correction strategy focuses on the textual function and the situational context. Thus, discourse analysis further strengthens the realization of textual theme and its perspective. The perspective analysis of reading teaching helps students with a good mastery of the angle of textual argumentation and even promotes the reform of reading teaching.