摘要
传统的阅读教学强调通过对句子、单词的分析来理解文章,使学生始终处于被动地接受信息的状态.这严重地制约了交际能力的发展.图式理论的应用和研究表明,背景知识有助于阅读理解.阅读理解的过程是输入信息与读者头脑中的世界知识动态地交互作用的过程.本论文以图式理论为基础,运用图式阅读理解模式中的"自上而下"认识法于阅读教学中,以提问题的方式贯穿于整个教学中,以便激活学生大脑中已存在的相关图式,启发和引导学生对文章内容和结构进行分析、归纳、推理和总结.实践证明,这种方法激发了学生的阅读兴趣、提高了处理信息的认知能力、树立了学生的自信心.
The traditional reading teaching stressed the process of helping students analyse words and sentences, which greatly impeded their communicative competence as it was a passive process. Since its wide use in reading research, the schema theory has found out that background knowledge contributes to reading comprehension which is an interactive process of input information with the existing world knowledge. Based on this theory and the top down approach, a new method of teaching reading is experimented in which questions are raised throughout the learning so as to activate the students' background knowledge and help them make analysis, inferences and summaries on both the content and the structure of the text. The result is that students' interest in reading, their cognitive ability in processing information and the communicative competence are greatly enhanced.
出处
《山东外语教学》
2003年第1期76-78,83,共4页
Shandong Foreign Language Teaching
