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语文阅读活动古已有之。阅读的内涵有广义和狭义之分,准确把握阅读与语文阅读的内涵,倡导积极的阅读理念,对于有效实施语文阅读学习具有重要意义。本文在解析阅读与语文阅读内涵的基础上,提出了语文阅读的新理念,即在生命阅读理念引领下,快乐阅读、成长阅读、审美阅读。 相似文献
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目前,整本书阅读受到了空前的重视,统编版语文教材从教学内容和目标角度,将整本书阅读的地位凸显出来。整本书阅读是小学语文学习中的一个重要部分,是提高学生语文阅读能力、阅读素养的重要途径。如何上好整本书阅读导读课,指导学生有效地进行整本书阅读,使学生爱阅读、会阅读并形成整本书阅读习惯,显得格外重要。 相似文献
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采用问卷调查法对353 名初中、高中学生的阅读效能、阅读时间及阅读成绩进行了调查,结果发现:1 .中学生阅读效能与其阅读时间、阅读成绩存在极其显著的正相关;2 .阅读效能的年龄、性别差异不显著。在讨论中结合以往研究结果,指出阅读效能之所以能够影响阅读成绩,是因为它对阅读活动具有动机调节作用,且阅读效能与阅读成绩之间的关系是相辅相成的,绝非是一种单向性的关系。 相似文献
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阅读是学生认识世界和人生的一扇窗口。在推动学校阅读工作的进程中,我们应积极探索如何通过学生阅读圈、班级阅读圈、校园阅读圈、家庭阅读圈等多元阅读圈的构建,来营造全员参与、全科融合、多维互动、多元形式的阅读生态环境,逐步构建全方位、相互协调的校园阅读生态体系。本文以康有为纪念小学的阅读生态建设实践为例,对如何有效推进校园阅读展开探讨。 相似文献
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张晨晖 《教育研究与评论(中学教育教学版)》2023,(1):50-54
“整本书阅读”学习任务群是阅读主题引领下的有目的、有规划、有指导的若干相互关联的阅读任务的集合体,围绕有意义的阅读任务,帮助学生在持续自主阅读以及持续解决阅读问题的过程中不断生成新的阅读经验,增强阅读感悟,提升阅读素养。该学习任务群的实施,需统筹安排课内与课外、个人与集体的阅读任务,精心设计以学生自主阅读为指向的阅读任务,推荐和利用适宜的阅读资源平台,优化以学生自我改进为主的阅读评价。 相似文献
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阅读是语文教学的重要任务,阅读能力是学生应具备的基本能力之一,通过阅读,学生能在潜移默化中丰富知识积累、开阔眼界、陶冶情操、完善人格。因此,教师要在平时的教学中激发学生的阅读兴趣,培养学生的阅读能力,引导学生掌握自主阅读的方法,为学生的终身学习打下良好基础。文章在对学生阅读现状的调查基础上,探讨了培养学生阅读能力的几点策略：重视课内朗读,夯实语言基础;拓展课外阅读,提升阅读能力;指导阅读方法,增强阅读效果;培养阅读习惯,激发阅读兴趣;享受阅读乐趣,感受阅读价值。希望能为一线教师提供一定的参考。 相似文献
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在初中英语教学中,教师应注重引导学生在阅读过程中掌握必备的阅读策略,养成良好的阅读方式和阅读习惯,提升阅读能力。然而,目前初中英语阅读教学中存在诸多不足,如学生的阅读模式单一、阅读量匮乏、阅读兴趣缺失等。基于此,教师可通过增加学生课外阅读、引导学生带着问题阅读、激发学生的阅读兴趣、将阅读与听说读能力结合等教学方式,帮助学生逐渐提升阅读技巧与能力。 相似文献
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当前我国学生的阅读方式发生了变革,在线阅读取代传统阅读成为主流,英语阅读教学改革势在必行。新冠肺炎疫情暴发后,在线教学走到前台,如何有效地利用“互联网+教育”线上资源上好阅读课是目前教育界亟须解决的现实课题。在线“文学圈”英语阅读教学模式可以充分发挥线上优势,有助于创新实践落地生根,提高学生阅读兴趣和素养。 相似文献
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目前英语阅读网络课程存在模式目标不清晰、学生学习主体性不明确、网络课程内容开放性不高、学生之间合作有限、网络软件针对性不强和网络教学支撑环境不稳定等方面问题.探讨基于建构主义理论的新的英语阅读网络课程模式,以学生为主体、教师为辅导,侧重网络、阅读和协作,包含个人阅读及资料收集、小组合作、成果呈现和师生交流,突出网络学习的自主性、合作性、开放性和应用性特点,旨在培养学生的批评性阅读能力. 相似文献
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金长革 《鞍山师范学院学报》2006,8(3):52-55
学习词汇是学习英语的一个重要基础。通过因特网进行英语词汇教学既有效果又有效率,因为上网学习既方便又快捷,多媒体的环境使学习者能同时看到、听到和动手操作英语词汇,网络提供了几乎无限的、多样性的、引人入胜的英语词汇教学资源。本文提出了通过因特网进行英语词汇教学的六种英语词汇策略:搜索词,网上图片,网上阅读,网上字典,综合性词汇教学网站和网上语料库。 相似文献
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Chih‐Ming Chen Sheng‐Hui Huang 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):959-980
Due to the rapid development of information technology, web‐based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web‐based learning environments, and self‐regulated learning (SRL) is key to autonomic learning performance. Moreover, sustained attention to web‐based learning activities can be challenging for students. Therefore, a web‐based reading annotation system with an attention‐based self‐regulated learning mechanism (ASRLM), which is based on brainwave detection, is designed to enhance the sustained attention of learners while reading annotated English texts online, and thereby promote online reading performance. In total, 126 Grade 7 students in four classes at a junior high school in New Taipei City, Taiwan, are the participants. Among the four classes, two classes are randomly distributed to the experimental group and the other two classes are randomly distributed to the control group. The experimental group utilizes the ASRLM to support their reading of annotated English texts online, whereas the control group is not supported by the ASRLM while reading annotated English texts online. Experimental results show that sustained attention and reading comprehension of the experimental group are better than those of the control group. Moreover, the web‐based reading system with ASRLM support promotes the sustained attention and reading comprehension of female learners more than those of male learners while reading annotated English texts online. Additionally, learners with high‐SRL ability in the experimental group have better sustained attention and reading comprehension than those learners with low‐SRL ability. Furthermore, the sustained attention and reading comprehension of the experimental group are strongly correlated, and the duration of sustained attention strongly predicts their reading comprehension performance. 相似文献
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因特网丰富的英语资源为英语专业开展网上阅读,提高学生的阅读能力和阅读数量,建立自主性、互动性、探究性模式提供了前景广阔的平台.本文重点探讨网上英语阅读课程建设的内容和网络环境下英语教学策略和学习策略. 相似文献
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混合式教学将网络教学和线下传统课堂教学相结合,体现了以教师为主导、学生为学习主体的教学理念,整合了传统的面对面教学与在线学习的优势,近年受到国内外众多学者和教育者的推崇。O2O(online to offline)在教学领域的应用,就是充分利用互联网技术,将线上教学(网络教学)与线下教学(课堂教学)相结合,是一种混合教学模式。该研究以北京中医药大学英语专业本科生为研究对象,设计并应用线上BB平台与课堂教学实践的混合教学方式,将线上线下混合式教学模式应用于“英语人文阅读”课(简称“英语阅读课”),以充分利用课堂及网络资源、拓展教学时空、培养学生自主学习能力和阅读能力、切实提高英语阅读教学水平。 相似文献
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论网络资源在大学英语阅读教学中的作用 总被引：3，自引：0，他引：3
网络丰富的英语资源为大学英语阅读教学提供了最广泛的学习资源、方便的学习工具、灵活的学习策略;本文重点探讨网络环境下大学英语阅读的教学策略和学习策略。 相似文献
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Sheng-Shiang Tseng 《Interactive Learning Environments》2018,26(6):789-802
Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students’ reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment. This study explored how the implementation of RT strategies with the use of an annotation tool to improve low-achieving students’ English reading comprehension in an online environment. A total of 22 low-achieving EFL students participated in this study. The pre- and post- reading comprehension tests showed that the students’ English reading comprehension improved after practicing RT strategies with annotation tools. Questioning and predicating strategies were ranked as the two most useful strategies, as both promoted successful collaborative reading among students. Summarizing and clarifying were less useful than questioning and predicting strategies because the low-achieving EFL students faced language difficulties when summarizing and clarifying. The annotations supported RT strategies by (1) establishing a collaborative environment for students to discuss RT strategies any time, (2) organizing and indexing reading content in multimodal forms, and (3) helping students review and revise their comprehension. 相似文献
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Saeed Taki 《Journal of Research in Reading》2016,39(4):409-427
This study aimed to explore whether first‐language (L1) readers of different language backgrounds would employ similar metacognitive online reading strategies and whether reading online in a second language (L2) could be influenced by L1 reading strategies. To this end, 52 Canadian college students as English L1 readers and 38 Iranian university students as both Farsi L1 and English L2 readers were selected. After completing three reading tasks on the Web, their perceptions about their use of strategies were assessed via a survey of reading strategies. Analyses of the data, using an analysis of variance and the Scheffé post hoc test, revealed certain differences. The Canadian readers perceived themselves to be high‐strategy users employing mostly a top‐down approach, whereas the Iranian readers in both Farsi and English appeared to be medium‐strategy users, favouring mostly a bottom‐up approach. Additionally, the correlation between readers' perceived use of strategies and their reading scores was statistically significant. 相似文献
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该研究采用了三个不同的量表,收集了109名非英语专业学生的英语测试焦虑、模糊容忍度以及英语网络阅读成绩的有关情况,然后利用社会科学统计软件包SPSS(11.0版本)对所得的原始数据进行处理与分析,所得结论如下:英语测试焦虑、模糊容忍度和阅读理解总成绩之间呈两两显著相关;其中,焦虑与阅读成绩、焦虑与模糊容忍度之间呈显著负相关;模糊容忍度与阅读成绩之间呈显著正相关。 相似文献