兒童英語教育的研究（上）

In English teaching, reading is considered to be the most important part of the fiveskills. At the same time, reading ability is one of the main standards to test the level ofstudents‘language proficiency.

According to the observation of English reading class, it is found that in today‘sEnglish class, students are passive learning and lack of active thinking, they only acceptthe knowledge taught by the teachers.

Teachers pay more attention to how to let thestudents memorize words, phrases and useful expressions, some of them seldom payattention to the meanings and the author‘s intention in the article.

The students just stiffly master some words, phrases and sentences. Students are absolutely ignorant ofthe text structure and the views of implication, and evaluate their own text.

The English compulsory education curriculum standard (2011) puts forward fivegoals for students‘ reading. For junior high school students, when entering junior 3, the students need to achieve level 5 on reading.

Here are some detailed descriptors for level 5 on reading. Students should be able to infer and understand the meaning of the new words according to the context and word formation and understand the logical relationship between the sentences in the passage.

Students should be able to find out the theme of the article, understand the plotof the story and predict the development of the plot and the possible outcome.

Students should be able to read the appropriate level of the common style of books and uses im reading strategies to get information for different purposes.

Students should beable to use the dictionary and other tools to read and students‘ extracurricular reading should be accumulated to more than 160 thousand words.

In addition, in the current high school entrance examination, direct reading comprehension questions account for 20 points, indirect items like Cloze and Task-based reading account for 20 points, they account for 40% of the total score.

Therefore, the reading ability has a direct impact on the students‘ test scores and thesubsequent study.

在英語教學中，閱讀被認為是 重要的部分。與此同時，閱讀能力是測試學生語言能力水平的主要標準之一。

根據(jù)英語閱讀課的觀察，在今天的英語課上，學生是被動學習和缺乏主動思維，他們只接受老師傳授的知識。

老師更關注如何讓學生記住單詞、短語和有用的表達，其中一些很少注意到文章的意義和作者的意圖。

學生們只會生硬地掌握一些單詞、短語和句子。學生完全不了解文本結構和隱含的觀點，并對自己的文本進行評估。

《英語義務教育課程標準(2011)》提出了學生閱讀的五個目標。對于初中學生來說，進入初中時，學生需要在閱讀方面達到5級。

這里有一些關于閱讀的5級的詳細描述。學生應該根據(jù)語境和詞匯的形成來推斷和理解生詞的意義，理解文章中句子的邏輯關系。

學生應該能夠找到文章的主題，理解故事的情節(jié)，并預測情節(jié)的發(fā)展和可能的結果。

學生應該能夠讀懂普通書籍的適當水平，并使用閱讀策略來獲取不同目的的信息。學生應該能夠使用字典和其他工具來閱讀，學生的課外閱讀應該積累到超過15萬字。

此外，在目前的高中入學考試中，直接閱讀理解問題占20分，間接項目如Cloze和基于任務的閱讀帳戶20分，占總分的40%。

因此，閱讀能力對學生的考試成績和學習成績有直接的影響。

Definitions of Critical Reading

Traditional English reading teaching focuses on the students‘ language knowledgeand language skills, is often lack of the cultivation of students‘ reading ability.

Most ofthe students have no condition to accept the text of the view.

They are less likely toanalyze the information of the text and rarely questioned and evaluated. Critical readingis different from the traditional receptive reading. It is not the so-called sarcastic andnegative. It pursues high level and deep reading, which is a kind of positive andpersonalized reading. Critical reading emphasizes the self - consciousness and self -control in the reading process, actively construct knowledge through the constantdialogue, communication with the author and form their own point of view.At present, critical reading has been widely used in linguistics and education, andmany scholars have stressed the need to study and teach critical reading. Many scholarsemphasize on the research and teaching of critical reading. In the west, from elementaryschool, students are encouraged to think independently, to the University, criticalreading has become a required course. The critical reading teaching in China isgradually being valued by peo.For critical reading, scholars have a number of different definitions, which can bedescribed as benevolent see benevolence and the wise see wisdom.In the late1970s，the United States has set off a campaign of educational reformwith the focus of critical thinking. Critical reading, as an effective way to developcritical thinking, has begun to receive widespread attention and research. Hafner (1974)defines critical reading as a process of thinking, in which readers are discussing theproblem of enlightening to learn how to use language and understand concepts. In 1979,British linguists Roger Fowler and Kress published the book Language and Control.The book is the first to mention the concept of critical linguistics and critical discourseanalysis methods. Critical discourse analysis is the first to provide a theoretical guidefor the critical reading teaching. This is a major progress on critical reading teaching atthe theoretical foundation aspect.

批判閱讀的定義

摘要傳統(tǒng)英語閱讀教學注重學生的語言知識和語言能力，往往缺乏培養(yǎng)學生的閱讀能力。

大多數(shù)學生沒有條件接受這一觀點。他們不太可能分析文章的信息，很少質疑和評估。

批判性的閱讀與傳統(tǒng)的接受性閱讀不同。這不是所謂的諷刺和消極。它追求高層次和深度的閱讀，這是一種積極和個性化的閱讀。批判性閱讀強調閱讀過程中的自我意識和自我控制，通過與作者的交流，與作者交流，形成自己的觀點，積極構建知識。目前，批判性閱讀已廣泛應用于語言學和教育領域，許多學者強調學習和教授批判性閱讀的必要性。許多學者重視批判性閱讀的研究和教學。在西方，從小學開始，學生們被鼓勵獨立思考，對大學來說，批判性閱讀已經成為必修課。中國的批判性閱讀教學逐漸被人們所重視。對于批判性的閱讀，學者們有很多不同的定義，可以被描述為仁慈的仁慈和智慧的智慧。late1970s,美國引發(fā)了一場教育改革的批判性思考的重點。批判性閱讀作為一種有效的發(fā)展思維方式，已經開始受到廣泛的關注和研究。Hafner(1974年)將批判性閱讀定義為思考的過程，讀者們正在討論如何使用語言和理解概念的問題。1979年，英國語言學家羅杰·福勒和克雷斯出版了《語言與控制》。這本書是第一個提到批判性語言學和批判的話語分析方法的概念。批判性話語分析是第一個為批判性閱讀教學提供理論指導的分析。這是批判性閱讀教學在理論基礎方面的重大進展。

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