李靜東

近年來(lái)中考英語(yǔ)閱讀類(lèi)的分值占60分，包括語(yǔ)法選擇、完型填空、閱讀理解等題型，幾乎占總分的50%。不少學(xué)生在閱讀類(lèi)題型中失分較多，英語(yǔ)不合格的考生近60%都是因?yàn)殚喿x部分不過(guò)關(guān)。針對(duì)此情況，我們開(kāi)展了“初中英語(yǔ)閱讀講評(píng)課的有效性”課題研究，從課堂上提高閱讀題講評(píng)的有效性入手，爭(zhēng)取大面積提高學(xué)生的閱讀理解能力。

一、理論依據(jù)

有效講評(píng)閱讀理解是指通過(guò)講評(píng)，促使學(xué)生鞏固和加深所學(xué)的語(yǔ)言及背景知識(shí)，培養(yǎng)閱讀的策略和技巧；挖掘文本中的人文內(nèi)涵，拓展學(xué)生的文化視野，激活積極情感，激發(fā)閱讀興趣，進(jìn)一步提高語(yǔ)篇理解和欣賞能力，以達(dá)到開(kāi)闊視野、發(fā)展思維和靈活運(yùn)用知識(shí)的目的。

閱讀講評(píng)往往以獲取信息和學(xué)習(xí)語(yǔ)言知識(shí)為目的，學(xué)生不僅要明白文章的大意，還要了解文章的表達(dá)方式。因而教師要指導(dǎo)學(xué)生根據(jù)不同的文體、閱讀目的采用相應(yīng)的閱讀方法、速度和策略進(jìn)行閱讀。

二、提高閱讀理解講評(píng)有效性的對(duì)策

1. 教授學(xué)生解決問(wèn)題的思路和技能

從語(yǔ)言知識(shí)入手，閱讀文章還需要掌握一定的語(yǔ)言知識(shí)（詞匯、語(yǔ)法和固定搭配等）。許多學(xué)生的語(yǔ)言基礎(chǔ)知識(shí)并不扎實(shí)，詞匯和語(yǔ)法知識(shí)積累不足，尤其沒(méi)有理解和掌握一些常見(jiàn)詞匯、句型和句式結(jié)構(gòu)的慣用法，所以碰到閱讀文本中的一些長(zhǎng)句，無(wú)法辨明其結(jié)構(gòu)是什么，導(dǎo)致無(wú)法理解其正確的含義，這些問(wèn)題嚴(yán)重影響他們的理解和判斷。在分析解題方法時(shí)，教師可引導(dǎo)學(xué)生從語(yǔ)言知識(shí)著手，和學(xué)生一起分析常用詞匯、句型等用法，如形容詞、副詞比較級(jí)、最高級(jí)用法，動(dòng)詞時(shí)態(tài)、語(yǔ)態(tài)用法，簡(jiǎn)單句和復(fù)合句的用法等，以此來(lái)幫助他們進(jìn)行解答。如下完形填空。

When Jim was 12，his parents died. He was alone and it was difficult for him to get on well with others. People always laughed1him. He thought no one was kind to him.

His only friend was a dog called Nicky. He gave his dog enough 2 and drink，but sometimes he was not friendly to it. He didnt know that3something unfriendly sometimes could cut ones heart like a knife.

One day he walked down the street 4saw a young lady in front of him. Suddenly one of her bags dropped from her arm. As she stopped to pick it up，she dropped5bags. He came to help her. “Thank you，dear！ You are a nice little boy！” She said kindly，smiling.

A special feeling came to him. It was the first time that he had heard such kind words. He watched6lady until she went far away，and then he went to the river nearby with his dog. “Thank you，dear！ You are a nice boy！” He7what the woman said. Then in a low voice he said to his dog，“You are a nice little dog.” Nicky raised its ears as if it understood. “Hmm！ Even a dog likes it！” he said. “Well，Nicky，I wont say anything unfriendly to you anymore.” Nicky waved its tail happily. The boy thought and thought. Finally he looked at8in the water of the river. He saw a dirty boy. He washed his face carefully. Again he looked. He saw a clean nice boy this time.9happy and excited he was！ From then on，Jim started a new life. He was10than before.

1.A.of B.at C.with D.for

2.A.eat B.eating C.eats D.to eat

3.A.say B.saying C.said D.says

4.A.but B.or C.and D.so

5.A.another B.other C.others D.the others

6.A.a B.an C.the D./

7.A.repeat B.repeats C.repeatingD.repeated

8.A.he B.his C.him D.himself

9.A.How B.What C.Why D.Who

10.A.happy B.happier C.happily D.more happily

教師應(yīng)引導(dǎo)學(xué)生注意，1. 選B，laugh at是固定搭配。2. 選D，enough+to do sth. 3. 選B，動(dòng)名詞做主語(yǔ)。4. 選C，并列關(guān)系的兩個(gè)動(dòng)詞。5. 因后面是名詞bag，所以要選B，形容詞other. 6. 特指的人用定冠詞，選C. 7. 是用過(guò)去式，選D. 8. 是look at himself的搭配，選D. 9. 是感嘆句，后接形容詞，所以用How，選A.10. 是比較級(jí)，因?yàn)橛衪han的出現(xiàn)，選B.

2. 提高語(yǔ)篇意識(shí)

外語(yǔ)的理解能力依賴(lài)于學(xué)習(xí)者的語(yǔ)篇理解能力，而不是理解單個(gè)句子的能力。教師要教會(huì)學(xué)生通過(guò)分析文章的組織結(jié)構(gòu)，句子之間、段落之間的銜接及關(guān)聯(lián)，進(jìn)一步理解詞匯、句子、段落的作用，從而把握文章的主題，更深層次理解文章。

1. If a person leans his head and smiles，it may mean he is being ______.

A.sad B.angry C.nervous D.funny

2. What will a person do if he is feeling comfortable？

A.Lower the head. B.Cross the legs when sitting.

C.Brush the hair back. D.Push glasses up onto the nose.

3. What is the meaning of the underlined word “distance” in the passage？

A.Space. B.Coutage. C.Silence. D.Advice.

4. When a person keeps his feet close together all the time，he may be ______.

A.bored B.cheerful C.helpful D.careful

5. Which of the following can NOT show a persons disagreement？

A.Crossing his arms. B.Leaning his head.

C.Using his fingers to brush his hair back.

D.Pushing his glasses up onto his nose with a little frown.

可通過(guò)講評(píng)引導(dǎo)學(xué)生抓住關(guān)鍵詞，從上下文的閱讀中找到答案。1. 在表格中第一行“If a person smiles when leaning his head，he is being funny.”推出答案D. 2. 從表中第三行“If a person is sitting and crossing his legs，he is quite relaxed.”選出B. 3. 從表中第二行“If a person keeps his head down，he may be shy，keeping distance from the other person or thinking to himself. If it is after an explanation（解釋?zhuān)?，then he may be unsure if what he said was correct.”得出A. 4. 從表中4-5行“If while standing，a person seems to always keep his feet very close together，it probably means he is trying to be right in some way.”選出D. 5. 用排除法，從表中倒數(shù)的1-3行中得出A、C、D的答案，不是的那個(gè)就是B.

3. 想方設(shè)法引導(dǎo)學(xué)生積極參與課堂講評(píng)

投票決定講評(píng)法。教師可以在試卷講評(píng)前發(fā)一張錯(cuò)題統(tǒng)計(jì)表給學(xué)生，讓學(xué)生寫(xiě)下自己閱讀部分錯(cuò)的題目和選項(xiàng)。老師收到錯(cuò)題統(tǒng)計(jì)表后進(jìn)行統(tǒng)計(jì)，對(duì)于錯(cuò)誤率很高的又是重點(diǎn)內(nèi)容的，老師要在課堂上著重精講細(xì)講。對(duì)于個(gè)別錯(cuò)誤，也可以采取個(gè)別指導(dǎo)的方法。就不必在課堂上進(jìn)行大規(guī)模的講評(píng)。如我讓學(xué)生把自己錯(cuò)的或不懂的題目統(tǒng)計(jì)表貼在自己的試卷上，在訂正后，給老師批閱時(shí)再對(duì)他們進(jìn)行單獨(dú)講評(píng)。

自我糾正講評(píng)法。教師批閱完試卷后發(fā)回給學(xué)生，讓學(xué)生進(jìn)行前期的自主學(xué)習(xí)，自己先思考錯(cuò)誤，為什么錯(cuò)，正確答案可能是什么。教師可以在批閱試卷時(shí)給學(xué)生圈畫(huà)出一些解題的關(guān)鍵，或者錯(cuò)誤所在，如名詞的單復(fù)數(shù)，句子的時(shí)間狀語(yǔ)，形容詞和副詞的比較級(jí)、最高級(jí)等等。這樣給學(xué)生一定的提示，就避免了學(xué)生因害怕困難而畏縮的思想。

學(xué)生老師講評(píng)法。初二、初三的學(xué)生已經(jīng)掌握了一定解題方法，具備了一定的講評(píng)能力，所以教師可以嘗試讓學(xué)生自己講評(píng)閱讀部分。在講評(píng)前把任務(wù)提前布置給某些學(xué)生，讓他們準(zhǔn)備上課講評(píng)。學(xué)生會(huì)講的、講得很好的要給予及時(shí)的鼓勵(lì)和表?yè)P(yáng)。對(duì)于講解不充分的，教師可以請(qǐng)其他同學(xué)進(jìn)行補(bǔ)充講解。對(duì)于學(xué)生不會(huì)講的內(nèi)容，教師可以協(xié)助講評(píng)，給學(xué)生一些提示，再讓他們講下去。

4. 精心設(shè)計(jì)變式拓展訓(xùn)練

閱讀講評(píng)課后教師要善于對(duì)閱讀材料進(jìn)行合理的開(kāi)發(fā)、整合，利用現(xiàn)有材料重新設(shè)計(jì)相關(guān)題目，讓學(xué)生重新處理信息，提升閱讀能力。同時(shí)教師要對(duì)自己的教學(xué)方法和教學(xué)內(nèi)容進(jìn)行反思，特別是對(duì)學(xué)生易錯(cuò)的、掌握還不是很熟練的知識(shí)點(diǎn)，要反思自己是否講漏，是否講透，要根據(jù)講評(píng)的重難點(diǎn)以及學(xué)生答題的易錯(cuò)點(diǎn)再變換角度設(shè)問(wèn)、設(shè)疑或設(shè)題，設(shè)定一定分量的練習(xí)讓學(xué)生在課堂上做，或有意識(shí)地放在平時(shí)的講練中，或有計(jì)劃地安排在下一次考試中，以便起到鞏固與強(qiáng)化的作用。

三、結(jié)束語(yǔ)

大量國(guó)內(nèi)外的實(shí)驗(yàn)表明，只有課內(nèi)外閱讀材料相結(jié)合，學(xué)生的閱讀能力才能達(dá)到質(zhì)的飛躍，既能有利于提高學(xué)生的語(yǔ)言水平，又能豐富學(xué)生的背景知識(shí)，有助于語(yǔ)感和策略的培養(yǎng)，兩者互為補(bǔ)充，最終促進(jìn)閱讀能力的提升。在堂上閱讀講評(píng)后，再讓學(xué)生隨堂或課后閱讀語(yǔ)言難度、話(huà)題和體裁相近的文章，加深學(xué)生的理解，鞏固課堂所學(xué)的知識(shí)和技能。

責(zé)任編輯魏文琦