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王亚芳 《初中生世界(初三物理版)》2021,(1):30-32
在说明文教学中,教师往往偏重于知识性内容的传授,而忽略了对学生阅读能力的培养。教师应尊重文本特质,从筛选说明文的主要信息、培养学生逻辑思维能力、承继文化精神三个方面,发掘文本特性,探索对学生说明文阅读素养的培养路径。 相似文献
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第二语言阅读与母语阅读之间尽管有许多共同的基本要素,但阅读过程却差异很大。第二语言阅读受很多因素的影响,而内容认知体系和语言认知体系对第二语言阅读的影响尤其深远。了解内容认知体系和语言认知体系,掌握第二语言阅读技巧和策略,可以帮助第二语言学习者成功地进行第二语言阅读。掌握内容认知体系有助于更好地理解文本,提高阅读能力;不同类型的语言文本结构及不同语言群体的差异是影响第二语言阅读的另一重要因素。因此,在阅读前应借助语境信息在阅读过程中寻找重要信息并运用释义、重复等来记忆文本,识别文本结构。 相似文献
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高莉娜 《教育研究与评论(中学教育教学版)》2013,(6):72-74
说明文的特点是"说",具有一定的知识性。但它也是一篇文章,教学时应把它作为一篇普通的课文来对待,通过整体感知文本内容、梳理文本结构层次和赏析文本细部语言,多角度、有层次地探究文本,把说明文的文体知识渗透在阅读对话中——特别是每一个活动环节后的小结,应让学生在探究与对话中强化说明文学习的要求,从而逐步建立起一个完整的、系统的说明文知识体系。 相似文献
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一、引言高中英语阅读教学的目的,是为了培养阅读策略和语感,特别是培养学生在阅读过程中获取信息和处理信息的能力[1]29。如果要发挥阅读教学应有的作用,就应该最大限度地利用教学材料,对教学文本进行多元解读,这是文本解读的逻辑起点。但文本解读不仅仅关注语言本身,它更是语言与内容、思维的统一。简言 相似文献
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刘来喜 《中国科教创新导刊》2010,(33):120-120
现代文阅读是语文考试中的一个难点,尤其对于将要参加中高考的学生来说,现代文阅读的成绩在语文成绩中占相当大的比重。那么,在现代文阅读当中,最容易拿分的是什么？当然是说明文和议论文。本文是对说明文阅读理解中考考点及答题技巧的一般归纳和初探。 相似文献
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姜燕燕 《教育界(基础教育)》2020,(16):31-32
现今,新课程改革对初中语文教学提出了新的要求,要求全面提升初中生的语文学科核心素养。在初中语文教学过程中,提高学生对语文文本的阅读理解与应用能力十分必要。初中语文文本体裁类型十分多样,从文本的内容及表达方式上来看,可以分为记叙文、说明文、议论文等。本文主要研究的是温儒敏教授主编的部编版初中语文教材中说明文的选材特点和教学策略。围绕这一话题,本文主要从部编版初中语文说明文入选篇目梳理与分类、特点分析、当前初中语文说明文教学现状、优化初中语文说明文教学的有效路径四个方面展开详细论述。 相似文献
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正《语文课程标准》2011版中明确了说明文的阅读要求:阅读新闻和说明性文章,能把握文章基本观点,获取主要信息。综观近年来的中考试卷,说明文的分值在不断加大,难度也在不断提高,而说明文的出题无一不是围绕着新标准而来,只不过更侧重于对学生能力的考查。因此说明文的文体知识,对提高阅读说明文的能力是至关重要的。那么说明文是怎样一种文体?它又有哪些特点呢?如何掌握说明文的阅读技巧,提高说明文的阅读能力,更好地迎接中考 相似文献
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《语文世界(高中版)》2020,(Z2)
正议题引领和文本关联,一直都是群文阅读教学的关键。如何在浩如烟海的文学作品中选取文本作为学生研读的群文文本,这不仅是对教师阅读量的考验,更是对教师阅读逻辑的考验。这其中的逻辑关系是什么?选择文本的依据是什么?文本间的关联是什么?一、同质关联我认为,文本间的第一层关系,是同质关联。一组文本的主要内容、形式具有同质性质,学生学习的目标正是发现并习得这种同质的东西。比 相似文献
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《中学语文(读写新空间)》2018,(4)
<正>阅读的思考力主要表现为发现力、质疑力、批判力、联想力、想象力、逻辑力和评价力,这几种思考力都可以让学生在阅读中逐步养成。限于篇幅,本文只谈前3种能力。一、阅读"发现力"的培养"发现"是阅读思考的起点。阅读发现分为三级,初级包括文本中的主要词语、核心句子、主体框架等;中级包括文本的内容细节、段落间的逻辑关系、主题信息等;高级包括文章的情感思想、艺术特色和作者的观点态度等。 相似文献
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Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 
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下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
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This article reports on an experimentinvestigating the impact of causal discoursemarkers (connectives and signaling phrases) onthe comprehension of expository texts in L1 andL2. Although several psycholinguistic studieshave investigated the impact of connectives andlexical markers of text structure oncomprehension (i.e. off-line), there is noconsensus on the exact effect of explicitdiscourse markers on text understanding; threedifferent findings are reported in theliterature: markers would have a facilitatingeffect, an interfering effect or no effect atall. The first goal of this article is toclarify this problem of contradicting resultsby limiting the scope of the study to causalrelations, and to one specific text type:expository texts. Furthermore, the naturalnessof the experimental texts was controlled,readers did not need specific backgroundknowledge to understand the texts and theexperimental method consisted of open answerquestioning. Our second goal is to investigateto what extent a supposed effect of linguisticmarking depends on readers proficiency in afirst or second language.The experiment consisted in the reading of short expository texts in two languages, Dutchand French, which both functioned as L1 and L2.The results indicate that readers benefit fromthe presence of causal relational markers bothin L1 and in L2. Implications for (theoriesof) text processing are discussed, as well asfor the further insights in readingcomprehension in L1 and L2. 相似文献
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Elizabeth J. Pretorius 《Reading and writing》1996,8(5):385-406
Causality has been singled out by several researchers as an important factor in text comprehension and memory. The basic assumption underlying this view is that the perception of causal ties between elements in a text binds the text elements together and enables the reader to construct a coherent representation of the text in memory. Although research findings indicate that causality is a strong predictor of comprehension in narrative texts, the role that causality plays in the comprehension of expository texts has received relatively little attention. In the research reported in this article, a profile of causal development in ten-year-olds was built up on the basis of their recall of history and science texts in which the amount of causal connectivity differed. Four variables were identified and measured, namely length of recall protocols, amount of causal connections recalled from original test passages, amount of causal density and causal hierarchicalization created in the recall protocols. The results of the recall test were also compared to the subjects' English grades. The findings indicate that causal connections play an important role in expository text recall, and that subjects who have a strong causal profile also, generally, perform well in English. The research and pedagogical implications of these findings for reading and writing skills are discussed. 相似文献
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This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
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D. Ray Reutzel Cindy D. Jones Sarah K. Clark Tamara Kumar 《The Journal of educational research》2016,109(1):81-98
There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending informational texts. The authors report the development of the Informational Text Structure Survey (ITS2). Prior to training, primary grade teachers demonstrated low accuracy and reliability in identifying traditional expository text structures in well-structured children's grade level–appropriate informational texts. Results after training with the ITS2 instrument showed significant improvements in the teachers’ accuracy and reliability in identifying traditional informational text structures in well-structured children's grade level–appropriate informational texts after training with the ITS2 instrument. 相似文献
16.
人们所使用或选择的语言符号实质上是对他们客观世界认识的反映。说明文是对客观事实的认识和反映,它的发展是符合人类的思维和认知轨迹的。从林语堂先生的《人生如诗》的分析可以看出,语言构成成分之间不是杂乱无序的,而是有其内在的规律性,语言的象似性除了广泛存在于文学作品之外,说明文的语篇建构有着很强的象似性。所以,对说明文中象似性的认知有利于学生在英文写作中提高他们的组篇能力;同时,这也为大学英语的写作教学开辟了一条新思路。 相似文献
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Logical connectives are words or phrases which serve as links between sentences, or between propositions within a sentence,
or between a proposition and a concept. The Logical Connectives in Science Project has identified about 200 such terms commonly
use in school science text material, and has prepared over a thousand test items in order to measure secondary school students’
comprehension of these terms. The primary aim of the research is to identify students’ specific difficulties; a secondary
aim is to explore the relationships between students’ ability to comprehend logical connectives and other variables of interest
to educational researchers.
The research is still in progress; the present paper reports on recent work in four areas: (1) early findings on pupils’ difficulties
with logical connectives, based on data obtained from the trial testing of the items; (2) the relationship between logical
connective ability (LCA) and socio-economic status (SES); (3) the relationship between LCA and cognitive preferences; and
(4) the relationship between LCA and attitudes to a textbook (PSSC Physics) which makes extensive use of a wide range of logical
connectives. Significant correlations were found between LCA and SES; however, LCA was found to be uncorrelated with either
cognitive preferences or with attitudes to the PSSC text. 相似文献
18.
The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders’ expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers’ language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications. 相似文献
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Informative narratives are enriched expository texts that provide to-be-learned conceptual information within a storyline with the aim to foster comprehension. However, research casts doubt on such a benefit for comprehension. Additionally, it is an open question how informative narratives impact metacomprehension accuracy. The results of two experiments (N1 = 63 and N2 = 70 university students) showed that informative narratives were less or not at all beneficial to text comprehension compared with expository texts. Moreover, informative narratives often led to more overestimation of comprehension in terms of predictions, postdictions, and response confidence than expository texts. This seemed to be particularly true, as Experiment 2 revealed, for readers with a lower need for cognition because they were more transported into the storyline of informative narratives. The findings suggest that informative narratives prime the activation of a narrative-specific reading goal and, thus, distract readers from learning and accurately monitoring the to-be-learned conceptual information. 相似文献
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《Learning and Instruction》2003,13(1):1-31
A multiple-baseline design across three schools was used to investigate the effects of L1-assisted reciprocal teaching on 12 Year 7 and Year 8 (Grades 6 and 7) Taiwanese ESL students’ comprehension of English expository text. The intervention comprised the alternate use of L1 (Mandarin) and L2 (English) reciprocal teaching procedures. Through 15–20 days of instruction, students learned how to foster and monitor their comprehension by using the cognitive and metacognitive strategies of questioning, summarising, clarifying, and predicting. Students made gains on both researcher-developed and standardised tests of reading comprehension and showed evidence of qualitative changes in their comprehension processes when reading L1 and L2 texts. 相似文献