共查询到20条相似文献，搜索用时 62 毫秒
1.
冯德河 《中国科教创新导刊》2009,(22):90-90
大学英语教学关注的往往是语言知识和语法规则的掌握。在现有的条件下,大学英语教学应重视对学生的阅读能力培养。本文就培养阅读能力的必要性、英语教学的现状以及指导学生阅读应该主意的问题进行了探讨。 相似文献
2.
培养阅读能力是大学英语教学的重要内容，中探讨了影响英语阅读能力提高的相关因素，诸如：词汇量、语篇知识、阅读技巧、化及世界知识，提出了一些相应的对策。 相似文献
3.
大学英语教学包括对学生听、说、读、写、译能力的培养。笔者认为,在国内现行的条件下,以阅读为主的大学英语教学是大学外语教学的切入点,符合本身的特点也符合客观的要求,但是以阅读为主的同时,教学实施者也应该适当地进行大学外语教学其他能力的培养,协调五种能力的培养以促进现代大学外语教学,提高学生的综合水平。 相似文献
4.
提高大学俄语阅读能力的实践与思考 总被引：1，自引：0，他引：1
刘祥云 《黑龙江教育学院学报》2007,26(3):152-153
阅读能力的培养是大学俄语教学的重要任务。培养学生的阅读能力应贯穿于教学过程的始终,需要教师与学生紧密配合才能有效完成,二者缺一不可。 相似文献
5.
兰杰 《宁夏师范学院学报》1998,19(2):71-73
《大学英语教材大纲》规定:文理科大学英语的教学目的是培养学生具有“较强阅读能力”以及“初步的写和说的能力”。目前我们使用的大学英语教材是一套系列教材,由精读、泛读、快速阅读、听力及语法与练习五种教程组成。精读是整套教程的主体,主要任务是培养阅读技能,同时兼顾写和听力能力的培养。随着大学英语教学的不断深入和本科生英语进校水平的不断提高,阅读教学已逐步转入到注重语篇教学上来,使我们的英语教学更加合乎 相似文献
6.
浅谈大学图书馆的阅读教育 总被引：5，自引：0，他引：5
大学图书馆阅读教育与传统的阅读指导是有区别的。阅读教育不仅培养学生利用图书馆的能力。而且可使其具备良好的阅读思维能力、阅读选择能力、阅读评价能力和阅读效率能力。大学图书馆阅读教育的主要内容包括：利用能力的培养、阅读指导以及信息素养的培养。大学图书馆阅读教育可通过以下三方面来进行实施：(1)建立系统的理论体系；(2)开设阅读教育课；(3)组织开展系列阅读活动，打造校园“阅读文化”。 相似文献
7.
大学生英语阅读存在的问题及教学策略初探 总被引：1，自引：0，他引：1
杜丽红 《湖北成人教育学院学报》2011,17(1):103-104,112
英语阅读教学强调阅读技能,特别是听说读写综合语言运用能力的培养.本文通过分析现阶段大学生在英语阅读过程中存在的问题,就大学英语阅读的教学策略进行了探讨. 相似文献
8.
培养较强的阅读理解能力是大学英语教学的首要任务。本文以英美文化为背景,着重说明了文化因素影响和制约着我们对语言的正确运用、理解,以及交际的正常进行。从而说明,要从根本上提高阅读理解和语言运用的能力,在大学英语阅读教学中决不能忽视对英美文化认知能力的培养。 相似文献
9.
尹雪梅 《湘潭师范学院学报(社会科学版)》2001,23(4):111-113
我国目前使用的高中、大学英语教学大纲均强调“侧重培养阅读能力”，因而高中阶段和大学阶段的英语阅读能力培养应是一个怎样的框架，两学段英语阅读能力培养的教学衔接该运用何种相互可以照应的模式，是阅读教学中应研究的问题。阅读能力体现为理解率和阅读速度，要搞好大学英语的阅读教学与研究，必须提出英语阅读速度和理解率指标，框化出英语教学中指导学生高效阅读的模式，才能促进学生英语阅读水平以及教师教学水平的提高。 相似文献
10.
《校园英语(教研版)》2014,(24):16-17
培养学生的批判性阅读能力,是大学英语阅读教学的重要目标之一。本篇文章详细论述了批判性阅读的概念,阐明其重要性,并且对当前大学英语阅读教学的现状进行了分析,在此基础上,主张大学英语教师应该积极将批判性思维应用于阅读教学当中,运用多种方法来培养学生们的批判性阅读意识,从而逐步提升他们的英语阅读能力。 相似文献
11.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
| Joanne F. CarlisleEmail: |
12.
The influence of background knowledge on reader's comprehension of text has become a fundamental assumption associated with text processing. Background knowledge has been represented in a variety of constructs including specific text knowledge, general world knowledge, discourse knowledge, and domain knowledge. Our interest in the present study was to examine background knowledge and strategy knowledge from a broad view to better understand how they contribute to elementary-age students' reading comprehension of both narrative and expository texts. Constructs of domain, content, and word knowledge were developed based on the extant literature. These knowledge constructs were measured with researcher-developed tests consisting of both narrative and expository passages ranging from 1000 to 2000 words (2–4 pages) in length. Comprehension of each passage was measured with a 25-item subtest. All students in Grades 3 through 6 were administered the knowledge and comprehension tests. A two-stage analysis procedure was used. Exploratory factor analysis was used to examine empirically the internal structures of the comprehension questions. Factor scores were constructed and then treated as a multivariate set, with a second set comprised of the background and strategy factors. A canonical analysis was then performed to relate the two sets and canonical functions and structure coefficients were interpreted substantively. Our findings indicated that background knowledge specific to the content of the text being read begins to diminish in importance at about Grade 4. Strategy knowledge and use in comprehension of text begin to play a more important role at Grade 4 and above. Grade 6 analyses support a conclusion that the reading development process in elementary grades has been completed, and that reading comprehension at this grade is primarily an indicator of students' proficiency in selecting efficient ways to gain meaning from text. 相似文献
13.
Deborah McCutchen Laura Green Robert D. Abbott Elizabeth A. Sanders 《Reading and writing》2009,22(4):401-423
We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement
of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy
instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models
of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels
of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition.
Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates,
but to a more limited extent. 相似文献
14.
Morphological awareness and learning to read Chinese 总被引：1，自引：0，他引：1
This study investigated the nature of morphological awareness and its relation to learning to read Chinese characters among
46 Chinese-speaking preschool children. The children took a morphological awareness task, which varied in semantic transparency
and morpheme position. Children’s vocabulary knowledge and extant character reading ability were measured. Additionally, a
character learning task was administered. Results showed that children’s performances on morphological awareness were affected
by semantic transparency but not by morpheme position. Morphological awareness was related to vocabulary knowledge when partialling
out character reading ability but not to character reading ability after partialling out vocabulary knowledge. The results
of the character learning task further revealed that morphological awareness was related to character identification in the
words that were just taught but not to character identification in the words that were not taught or in pseudowords. The relation
between morphological awareness and character identification ceased to be significant when partialling out the variance in
children’s prior knowledge of the characters to be learnt. Taken together, the findings suggested that vocabulary knowledge
may play a more important role than reading ability in the initial development of morphological awareness and that the facilitative
effect of morphological knowledge in reading does not seem to be significant in the very initial stages of reading acquisition. 相似文献
15.
图式和图式理论是近20年来阅读理论研究的热点,运用图式理论指导高中英语阅读教学实践,使学生在阅读理解过程中积极参与思考,掌握阅读技巧,是提高学生阅读理解水平的有效途径。 相似文献
16.
周颖梨 《中国教育研究与创新》2006,3(8):40-41
根据《全日制高级中学英语教学大纲》的要求，培养阅读理解能力是高中英语教学的重要目标之一，也是高中英语教学的重点。而培养学生的阅读能力主要依赖课文教学。这就要求教师在阅读教学中对学生进行略读、查读，细读等阅读技巧的训练和指导，重视培养学生正确的阅读习惯。 相似文献
17.
在一定条件下,词汇知识与英语阅读能力密切相关。词汇知识的描述可以从广度和深度两个方面进行,词汇知识的统计要明确词标、基础词、词族和词项四个概念。要形成独立阅读英语原著的能力,词汇知识至少要达到3000词的词汇阈限。超过这个阈限后,母语阅读技能开始向英语阅读大规模迁移;达不到这个阈限,词汇知识不足是制约英语阅读能力的主要因素。 相似文献
18.
Margaret Perkins 《English in Education》1999,33(3):62-69
The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created. 相似文献
19.
Summary versus argument tasks when working with multiple documents: Which is better for whom? 总被引：1，自引：0，他引：1
Laura Gil Ivar Bråten Eduardo Vidal-Abarca Helge I. Strømsø 《Contemporary educational psychology》2010
This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students with high prior knowledge were able to take advantage of instructions to construct arguments while reading, whereas low-knowledge readers seemed to be more hindered than helped by such task instructions. Theoretical as well as educational implications of these findings are discussed. 相似文献
20.
邹平英 《湖南广播电视大学学报》2004,(3):39-40
阅读是一种摄取信息的过程，是通过字符号来理解和获得信息、吸收知识的重要形式。通过广泛阅读可以增长知识、拓宽视野、启迪思想。因此，如何正确引导学生阅读，如何创设英语阅读课堂在英语阅读教学中就显得尤为重 相似文献