依托表达与评价的英语文学思辨性阅读个案研究

A Case Study of Critical English Literature Reading Based on Expression and Evaluation

英语文学是学生学习英语的优秀材料。然而,在英语文学阅读实践中,许多学生往往欠缺阅读的兴趣,缺乏处理文学文本的有效方法,无法充分发挥文学文本的促学价值。本文依据Swain输出驱动假设与Bloom的教育目标分类学,提出依托表达任务驱动阅读行为、依靠评价任务实现深度理解的思辨性阅读设计思路。文章通过一个教学案例的详细剖析,阐释了该思路的具体操作和实际效用。分析表明,真实的表达任务能够提升学生的阅读动机,引导学生展开积极的阅读活动;适切的评价任务能够提升信息加工的认知水平,深化文本理解、建构理性解读。表达与评价任务的有效协同,能够促进学生开展英语文学的思辨性阅读。

English literature provides ideal materials for English learning.However,in literature reading practice,many students lack interest and effective methods to deal with literary texts,making it difficult to bring the learning value of English literature into full play.Based on Swain’s Output Hypothesis and Bloom’s Taxonomy of Educational Objectives,this article presents a critical literature reading approach,i.e.,using expression activities to drive reading and utilizing evaluation activities to deepen reading.This article further illustrates its practice and value with a detailed description of a practical case.Analysis shows that it effectively enhances students’motivation to read and promotes the level of cognitive processing,thus deepening comprehension and constructing reasonable interpretation.It becomes evident that the combination of expression and evaluation activities can bring about critical reading of English literature on the part of the students.