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摘要:本文作者将从应用语言学的角度研究分层英语阅读教学对中国初中学生的可行性,并探讨分层英语阅读教学在常熟外......

For a long term, reading has been the most valued lesson in Chinese EFL teaching. However, middle school students can hardly access to proper extra-curricular reading materials which in line with teenager’s psychological level and English ability.长期以来,在我国的英语教学中,阅读课一直是最受重视的科目。然而除了教科书,学生很少能接触到符合其相应年龄和英语能力水平的课外读物。

Due to the impact of test-oriented educational system, students learn English passively and have no interest on English reading; while for some English teachers, the traditional reading teaching method was ingrained in their mind. The English New Curriculum Standard (NCS) for secondary school asks a higher requirement for middle school students. EFL teachers from Changshu Foreign Language School (CFLMS) are becoming realized that text-centered teaching method and subjective accommodation process can no longer meat the students’ need, and the requirement of NCS. This paper will probe the feasibility and validity of GR model based on the study of English teaching reform in CFLMS.经过对理论和实践的探讨研究,本文作者认为分级、多样化的教学材料和指导模式能有效激发学生的英语阅读的主观能动性,提高英语阅读能力。

 

Key words: EFL teaching; reading; graded reading   
关键词:第二外语教学;英语阅读;分级阅读

 

TABLE OF CONTENTS

ACKNOWLEDGEMENTSiii

摘 要iv

ABSTRACTv

TABLE OF CONTENTSvi

Chapter One Introduction1

1.1 Background and Purpose1

1.2 Significance2

1.3 Layout of the Thesis3

Chapter Literature Review4

2.1 Research on EFL reading4

2.2 Influencing factors in reading comprehension5

2.2.1 Linguistic factors5

2.2.2 Non-linguistic factors7

2.3 Conclusion8

Chapter Three Case Study on English Education Reform in CFLMS9

3.1 Introduction9

3.2 Attract Students into Reading9

3.3 Enhance Reading Skills10

3.4 Verify Comprehension Assessment Method10

3.5 Encourage Extensive Reading11

3.6 Suggestions11

Chapter Four Conclusion12

4.1 Evaluation of the Programme and Conclusion12

4.2 Limitations and Prospects for Implementation12

REFERENCES13

 

Chapter One Introduction第一章绪论

 

1.1 Background and Purpose 背景和目的

The New Curriculum Standards for Middle School English(NCS)(2001) proposes a higher requirement for middle school students, which focus on enhancing the reading ability rather than understanding the basic knowledge. 中学英语(NCS)(2001)新课程标准为初中学生提出了更高的要求,更加注重于提高阅读能力,而不是了解一些基本知识。

According to the NCS, the level 3 requires students be able to read the text correctly, understand the written commanders, understand the general ideas of short stories or passages, learn to use dictionaries, and have at least 40,000 accumulated extra-curricular reading amount; in level 4, students should able to read the text correctly including practical writings and personal letters, catch clues from simple texts, guess the meanings of new words according to the text, know how the story happens and the reactions of correctors, and have at least 10,0000 accumulated extra-curricular reading amount; the level 5 requires students with much more advanced reading abilities for grade 9 students and the extra-curricular reading scale amounts to at least 150,000.

However, the disappointing fact is that middle school students’ reading ability is far from satisfaction, when they devote a great deal of energy to doing reading exercise.然而,令人失望的事实是,初中学生的阅读能力是远远不能让人满意的,尤其是在做阅读练习时,他们投入了大量的能源。 Here are four main problems which students have: 1) too slow reading speed and too less vocabulary; 2) too shallow understanding of the texts; 3) lack of extra reading exercise and cultural background knowledge; 4) lack of English language sense. To conclude, students are universally blind about what to read and how to read. 

In traditional Foreign Language teaching, reading means study short passages in detail, including syntactic, semantic, and lexical analyses and translation into the first language to study meaning. Such a pedagogic practice--of focusing on the language of a text--may be justified as a language lesson, but it may very well be counterproductive as a reading lesson.

Over the past few years, some English educators tried to recommend some interesting stories after school, but students’ reading ability was not been improved as teachers expected due to their different literacy levels. Changshu Foreign Language Middle School (CFLMS) carried out an English education reform programme which use graded reading (GR) model to cope with individual differences in big classrooms. The author decided to probe the feasibility and validity of GR model based on the study of English teaching reform in CFLMS. 

 

1.2 Significance 意义

本文标签: 教学模式初中英语分级分级阅读

[Essay引用别人的话格式]初中英语分级阅读教学模式探究—基于常熟外国语初级中学教改方案https://www.0592w.com/lunwengs/16068.html

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