英語論文-培養(yǎng)學(xué)生的閱讀能力

1、<p><b>　　本科畢業(yè)論文設(shè)計(jì)</b></p><p><b>　　(定稿)</b></p><p>　　學(xué) 生： 馬 倩 </p><p>　　學(xué) 號： 20100541092 </p><p>　　專

2、 業(yè)： 英 語 </p><p>　　班 級： 2010 級 1 班 </p><p>　　指導(dǎo)教師： 李 莉 </p><p><b>　　Content</b></p><p>　　Abstract3<

3、/p><p>　　Introduction4</p><p>　　I. Current Situations of English Reading Teaching in High Schools4</p><p>　　A. Problems in Current English Reading Teaching in High Schools4</p>

4、;<p>　　1. Lack of Interest4</p><p>　　2. Failing to Develop Students’ Communicative Competence5</p><p>　　3. Lack of Interaction5</p><p>　　4. Lack of Moral Lessons6</p&g

5、t;<p>　　5. Failing to Develop the Students’ Reading Strategies6</p><p>　　B. Causes of the Problems6</p><p>　　II. The Effective Methods of English Reading Teaching7</p><p>

6、　　A. Ways to Motivate the Students’ Interest in Reading7</p><p>　　B. Means to Develop the Students’ Productive Competence8</p><p>　　C. Increasing Interaction in Reading Class9</p><

7、p>　　D. Giving Moral Lessons While Teaching11</p><p>　　E. Employing Scientific Reading and Teaching Strategies11</p><p>　　1. Correcting the Students’ Bad Reading Habits11</p><p&g

8、t;　　2. Cultivating the Students Skimming and Scanning Skills12</p><p>　　3. Teaching Grammar and Vocabulary in the Context13</p><p>　　Conclusion13</p><p>　　Notes………………………………………………

9、…………………………………………….15</p><p>　　Bibliography…………………………………………………………………………………16</p><p>　　Acknowledgements………………………………………………………………………..17</p><p>　　Abstract: Training students’ reading ab

10、ility is quite important. But some problems still exist in reading teaching. This paper will talk about what problems exist in reading teaching and how to deal with these problems.</p><p>　　Key Words: existi

11、ng problems; causes; effective ways; high schools</p><p>　　摘要：培養(yǎng)學(xué)生的閱讀能力相當(dāng)?shù)闹匾?，但是在閱讀教學(xué)中仍然存在著許多的問題。這篇論文將會(huì)提出閱讀教學(xué)中存在的問題，以及如何解決這些問題。</p><p>　　關(guān)鍵詞：現(xiàn)存問題；原因；有效方法；中學(xué)</p><p>　　Effective Ways o

12、f English Reading Teaching in High Schools</p><p>　　Introduction </p><p>　　In the society of the knowledge explosion and information revolution, text is still the best carrier of information acr

13、oss time and space; it is the best way for long-range communication of experience, thoughts and feelings; it is the best media for human to convey scientific and cultural information; it is also the best tool for the tra

14、nsmission of civilization. Hence if you hope to gain a large number of needed information and keep pace with the times, you have to learn to read and improve you</p><p>　　Reading is the one of main ways to o

15、btain knowledge and information for senior high school students. Also, it is one of the most significant four language skills. As we know, the listening, speaking, reading and writing are the four language skills. Readin

16、g is helpful for learners to develop their linguistic capacity. And reading comprehension takes the most crucial part in all kinds of English tests, even in the college entrance examination. Teachers put a high value on

17、the reading teaching, pa</p><p>　　I. Current Situations of English Reading Teaching in High Schools</p><p>　　A. Problems in Current English Reading Teaching in High Schools</p><p>　

18、　The current English reading teaching fails to develop students’ reading ability and other linguistic capacity as well as has some other problems. </p><p>　　1. Lack of Interest</p><p>　　In curre

19、nt reading class, the teachers’ role is always dominant and active. They always direct the learning process, supervise and correct the students’ behavior. And they attach too much importance to their own lectures. Howeve

20、r, the students’ role is passive, learning grammar and vocabulary only through the teachers’ analyzation of sentences. In this way, a whole passage is totally torn to pieces. What’s more, most of the teachers always pay

21、little attention to the significance of pre-reading </p><p>　　2. Failing to Develop Students’ Communicative Competence</p><p>　　As we all know, the input skills are reading and listening while t

22、he output skills are writing and speaking among the four basic language skills. In China, the people here say Chinese rather than English. Therefore, English learners have no language environment here. So reading is alwa

23、ys regarded as the main methods for learners to gain knowledge and information. Therefore, it is a popular topic that how to cope with the relevance between input and output in the process of reading teaching. In t</p

24、><p>　　3. Lack of Interaction</p><p>　　In the process of reading teaching, the class is strictly dominated by teachers so that the students have little chance to practice English in class. The stud

25、ents present their own thoughts only to their teachers’ questions. They are afraid to show their thoughts and opinions positively and freely. Gradually, when talking with other people in English, they find that there are

26、 some problems. So finally, they are reluctant to speak English because they think their English is poor and they are afra</p><p>　　4. Lack of Moral Lessons</p><p>　　Nowadays more and more peopl

27、e begin to realize that the moral decline in our society is quite severe. Since the reform and opening-up, the economic construction has been paid more attention to while the moral construction has been paid less attenti

28、on to in our country. The education system is a good example in this point. Most teachers only judge whether a student is good or not through their marks. They ignore moral lessons in the process of teaching. In English

29、reading class, most of the teach</p><p>　　5. Failing to Develop the Students’ Reading Strategies</p><p>　　Teachers pay little attention to give adequate training on the reading strategies toward

30、s their students and encourage the students to use the strategies to enhance their reading comprehension. Only new vocabularies and grammar rules are taught by most teachers. It has students just understand the literal m

31、eaning of the passage and it makes them develop a wrong mind that the task of reading is to learn some language points and grammar. If this situation still exists, the right reading strategies</p><p>　　B. Ca

32、uses of the Problems</p><p>　　The problems in current English reading teaching in high schools have been analyzed. Obviously, the current teaching is not good for developing students’ reading ability and pro

33、moting students’ all-round development. Then what are the causes of these problems? </p><p>　　To begin with, the current English reading teaching in high schools takes a teacher-centered method. Teachers pla

34、y the active role in class. They design the reading class depending on their own opinions without taking students into consideration. More over, some teachers misunderstand the purpose of reading teaching. What’s more, t

35、he most important one must be the examination-oriented education. Influenced by the examination-oriented education system, the reading teaching gets an opposite result</p><p>　　II. The Effective Methods of E

36、nglish Reading Teaching</p><p>　　A. Ways to Motivate the Students’ Interest in Reading</p><p>　　Interest is an important factor to guide someone to their dreams. It is a kind of motivation. It i

37、s also one’s determination to reach a higher height. Also, as an English saying goes, interest is half of the success. Generally speaking, if students are interested in reading, they will show more active in their Englis

38、h reading study. However, nowadays a lot of students are lack of interest in reading because of the teacher-centered teaching method. Therefore, teachers hoping to improve students’ </p><p>　　● Applying Appr

39、opriate pre-reading activities</p><p>　　There is an English saying: well begun is half done. A good beginning is not only good for making a good preparation for showing new materials but also helpful for aro

40、using the students’ interest. If the pre-reading activity is well-designed, students can concentrate on the class and learn English well easily. </p><p>　　Pre-reading activities are activities that teachers

41、do at the beginning of the lesson, which, just take a short time in a lesson, can achieve a wide range of purposes: these can be used to cultivate early levels of engagement and motivation; to make all students soon on t

42、ask; to inject a sense of pace in the lesson; to create an expectation that students will think and join in the lesson; to create a climate of interaction between teachers and students or between students; especially, to

43、 introdu</p><p>　　● Choosing Suitable Materials</p><p>　　Nowadays, the book which supports a new concept of teaching and is compiled by the People’s Education Press has been chosen as the textbo

44、ok in many schools. The book includes scientific arrangement and fashionable contents. However, the world is an information explosion world. The world changes every day. So some materials are out of style and the topic i

45、s also too narrow for the students. For example, there are some famous historical figures in the book like Walt Disney, Martin Luther King, and</p><p>　　As it is known to all, teaching materials are the basi

46、c factors of teaching, the objects of study and the carriers of specific knowledge. Teaching efficiency is deeply influenced through the choosing of teaching materials. A good teaching material can stimulate the students

47、’ interest and attract students’ attention. So it is quite significant to choose suitable materials for the students. </p><p>　　When choosing reading materials, teachers should make sure not only there is a

48、greater variety, but also these materials can help students to meet their future needs. There are authentic reading materials, non- authentic reading materials, and some extra materials. Authentic reading materials are d

49、esigned for native speakers. Non- authentic reading materials are written for language students with some language control, such as simulated materials. Simulated materials are aimed for beginner stude</p><p&g

50、t;　　B. Means to Develop the Students’ Productive Competence</p><p>　　There is no language environment for English learners in china. They can only practice English in their class. In the previous section, we

51、 have already pointed out that the current English reading teaching fails to cultivate the students’ communicative capacity. So teachers had better try their best to improve the students’ productive competence in the rea

52、ding class.</p><p>　　● Combining Reading with Speaking and Writing</p><p>　　As we all know, the two output language skills for students are speaking and writing. To train the students’ ability

53、of communicating with others is the original aim of English teaching. So the ability of speaking and writing is quite important and useful. Reading is the main means to gain knowledge and information. It should be combin

54、ed with speaking and writing. </p><p>　　● Bringing Group Work into Reading Class</p><p>　　In daily life, there is little chance for students to communicate with each other in English. So it is n

55、ecessary for teachers to create some opportunities for students to practice English. And the group work activity is help for students to talk with each other freely and not to be afraid of making mistakes.</p><

56、;p>　　To design the group work activity, what the teachers should do is to divide the class into groups of six or eight students, give each group a topic and require each group to discuss its own topic in limited time

57、and to exchange topic from others. To make students take responsibilities for the discussion, teachers have to guide the students to continue conversations and encourage them to speak freely. After discussion, students i

58、n each group should be asked to show their answers to the whole clas</p><p>　　C. Increasing Interaction in Reading Class</p><p>　　To make the students use English in work or in life freely when

59、necessary is the ultimate aim of English teaching. Reading class is not only a class which occupies most of the class hours in high schools but also a class to consolidate the students’ ability of using language. However

60、, just as it has been mentioned in the previous part, the teachers play the active role in the current teaching process of English reading. So the reading class is lack of interaction. Teachers should promote interac<

61、/p><p>　　● Using Question-answer Model to Promote Interaction</p><p>　　In traditional teacher-centered class, it is the teachers that usually put questions to the students. And the teachers always

62、hope the students to give the expected answer and information. So there is no interaction between teachers and students. Also, there is no interaction between students. Students almost do not exchange their ideas and tho

63、ughts to their teachers or their classmates. The teachers feel boring at one-side question, as well as the students. What’s more terrible in the process o</p><p>　　● Increasing Interaction between Teachers a

64、nd Students</p><p>　　In the current teacher-centered reading class, teachers only try to analyze more and spare more time for the revision of the college entrance examination. They usually pay no attention t

65、o students. They just pay attention on their own lectures and some students who have good grades. The insufficient interaction causes that teachers ignore the actual learning condition. It is known to all, interaction is

66、 helpful to promote mutual understanding between teachers and students. So both in class and o</p><p>　　D. Giving Moral Lessons While Teaching</p><p>　　In the teaching syllabus, moral objective

67、is emphasized. In some sense, the moral objective is the ultimate teaching objective. However, most teachers totally ignore it because of the exam-oriented education system. They think that the most important thing is to

68、 teach linguistic knowledge in reading class or to improve the graduate rate. As it known to all, a teacher’s duty is not only to teach knowledge and to improve the admission rate but also to teach them how to be a quali

69、fied person. With </p><p>　　E. Employing Scientific Reading and Teaching Strategies</p><p>　　What are reading strategies? They are methods being used by readers to improve the efficiency of read

70、ing in the reading process. These strategies can not only develop the students’ reading ability but also improve their English learning quality. Under the traditional teaching system, teachers pay little attention to cul

71、tivate students’ reading strategies. Therefore, in student-centered teaching process, some scientific reading and teaching strategies should be used to improve teaching and learni</p><p>　　1. Correcting the

72、Students’ Bad Reading Habits</p><p>　　Teachers must try their best to correct students’ bad reading habits. Only in this way, students can improve their reading competence and foster good reading habits. The

73、re are some examples of bad reading habits in the following.</p><p>　　● Reading out. Some students have the bad habit of reading out in the process of reading. But do you know how to correct it? To correct t

74、he bad habit, students can place a piece of paper between their lips or put the finger on their lips. Students can correct this habit as soon as they find them reading out.</p><p>　　● Reading with a finger.

75、To design fast reading activity to develop their brains’ ability of reflecting the text information immediately is the best way to correct this bad reading habit. With this method, teachers can correct the bad reading ha

76、bit and improve the students’ reading ability gradually.</p><p>　　● Over-relying on the dictionary. There are two ways to correct the bad habit. Students can guess or predict the meaning of the new words in

77、the process of reading. More over, when meet a new word, you can just ignore it, and try to get the general meaning of the sentence and the paragraph. 9 </p><p>　　We have talked about three bad habits, but i

78、t doesn’t mean there are only the three bad habits in the process of reading. There are still some other bad reading habits. Teachers should take correcting these bad habits seriously so that students can develop good re

79、ading habits.</p><p>　　2. Cultivating the Students Skimming and Scanning Skills</p><p>　　As everyone knows, both skimming and scanning are crucial reading skills. However, in the current teachin

80、g process, all reading materials are taught as intensive reading materials. Teachers hardly attach importance to cultivate the students’ extensive reading ability. Student-centered teaching concentrates on students’ all-

81、round development. For the purpose of making sure the effectiveness of reading, teachers must make the reading task clear to improve students reading ability, particularly sk</p><p>　　● Skimming</p>

82、<p>　　Skimming belongs to one kind of fast reading skills. The purpose of skimming is to gain the general information of the reading passage. It is not only a method of reading, but a reading skill that should be de

83、veloped. English teachers can give students some suggestions to train the skimming skill. And there are some suggestions in the following can be given to students.</p><p>　　(1) Read the title of the passage.

84、 The title can not only guide the readers to guess the theme of an article, but also active the readers’ knowledge and cause the reader’s expectations of the article.</p><p>　　(2) Read the first paragraph of

85、 the passage. The author often writes their intentions of an article and from which aspect the writer intends to write the article in this paragraph,</p><p>　　(3) Read the last paragraph. In the last paragra

86、ph, the author often makes a conclusion and summarizes the passage.</p><p>　　(4) Read the topic sentence of each paragraph. Topic sentence usually presents the theme of the paragraph. Every paragraph has a t

87、opic sentence. If students master the topic sentence, they will understand what the paragraph talks about.</p><p>　　These suggestions are for practicing students’ skimming skill. Teachers can introduce them

88、to their students.</p><p>　　● Scanning</p><p>　　Scanning is also a kind of fast reading skill. The purpose is to catch specific information. When training students in this skill, teachers must m

89、ake what information students are supposed to find first clear so that they can have scanning targets. 10</p><p>　　3. Teaching Grammar and Vocabulary in the Context</p><p>　　In traditional teach

90、er-centered class, most teachers separate the teaching of reading from grammar and vocabulary. This causes the class boring and dull. And some students get tired of the learning of grammar and vocabulary. For the shake o

91、f making grammar and vocabulary teaching more vivid, teachers would better combine grammar and vocabulary with real context than teach them before reading. With sentences or context, memorizing new words and grammar rule

92、s will be an easy thing. </p><p>　　Conclusion</p><p>　　In our country’s teaching outline, special emphasis on training students’ reading ability is one of the high schools English teaching goals

93、. Reading is a way to gain information, to learn about the language and culture of English-speaking countries, to consolidate and expand vocabulary, and to improve students’ language using ability. However, nowadays many

94、 teachers can not change their teaching mind. They are afraid to reform under the exam-oriented system. So some problems still exist in readi</p><p><b>　　Notes</b></p><p>　　1. Hou

95、Yajing, A brief analysis of the teaching of English reading at middle school (Hangzhou: Hangzhou University Press, 2012) 4</p><p>　　2. 郭軼,“高中英語閱讀教學(xué)現(xiàn)狀的調(diào)查研究”, 華東師范大學(xué)學(xué)報(bào), 2007（3）11.</p><p>　　3. Wa

96、ng Qiang, A Course in English Language Teaching (Beijing: Higher Education Press, 2006) 59</p><p>　　4. Gao Hong, The Application of Student-centered Principle in English Reading. Journal of Xi’an Universit

97、y, 2012 (7) 31.</p><p>　　5. Wang Qiang, A Course in English Language Teaching (Beijing: Higher Education Press, 2006) 178</p><p>　　6. 吳本虎, 英語學(xué)習(xí)策略 (北京：人民教育出版社, 2000) 22</p><p>　　7.

98、 王利, 交互式教學(xué)在高中英教學(xué)中的運(yùn)用 (江西：江西師范大學(xué)，2006) 16</p><p>　　8. Li Wei, Encyclopedia of Psychology (Zhejiang: Zhejiang Education Press, 1996) 238</p><p>　　9. Huang Taobin, How to Improve English Reading

99、 Ability of the Middle School Students (Beijing: Foreign Language Education Press, 2004) 12</p><p>　　10. Li Bentao, Cultivating High School Students’ English Reading Interest and Ability (Beijing: Peking Un