兒童英語教育的研究（下）

Many scholars have emphasized the importance of distinguishing between ideas and facts (Garrigus,2002; Pirozzi,2003;Wassman & Paye1985). This shows thatteachers should guide students to find out what is the facts and arguments, and what ishe author's point of view and point of view. It can be said that the distinction betweenopinion and fact is the most important skill in critical reading. In order to understandand evaluate the text reasonably, the highly effective readers must be able to distinguishthe fact from the point of view. The facts are based on objective evidence of realspecific details, which can be proved. However, perspective, which is artificially created,is an explanation, value judgment, or belief that cannot be proved right or wrong.Objective evidence may be specific, which can be a witness to the description, or theacceptable scientific results.In the usual reading articles, there are many sentences that contain both theviewpoint and the fact, so it is difficult for the reader to distinguish the facts andopinions. So it is very necessary for students to know the fact that the purpose is to inform, for exam, textbooks, medical research and newspapers, etc. The view of the purpose is to persuade or entertain, such as editorial, advertising and story.Understanding the differences between ideas and facts can help students to make criticalreading. There are two ways to achieve this goal. First, let the students ask the mselvesthree questions to detect the statement is the fact or point of view. The questions are:can this statement be proved to be true? Can this statement be observed in practice or inthe operation? Can this argument be confirmed by witnesses, manuscripts or documents?If there is an answer to ―no‖ in the three questions, then this is a point of view, whereasthe opposite is true. Second, let the students pay attention to some of the adjectives with personal emotional tendencies such as awful, excellent, favorite, stupid, unbelievable,and so on. Because these adjectives all show the author‘s attitude or emotion to theobject, the sentence that contains these adjectives can be understood as a point of view.In addition the students should pay attention to some of the restrictions, such as could,likely, never, often, only, etc. Because they show the author‘s suspicion or attitude, thesentences that contain these words can also be viewed as a point of view.

兒童英語教育的研究

關鍵閱讀策略的定義

許多學者強調了區(qū)分概念和事實的重要性(加里格斯，2002;Pirozzi,2003;Wassman &Paye1985) 。 這表明教師應該引導學生找出事實和論點 ， 以及作  者的觀念和觀點。 可以說，在批判性閱讀中，意見和事實的區(qū)別是 重要的技能。為了合理地理解和評價文本，高效的讀者必須能夠從觀點的角度來區(qū)分事實。事實根據(jù)客觀證據(jù)來證明，這是可以證明的。然而，這種人為創(chuàng)造的觀點，是一種解釋，價值判斷，或不能證明是對或錯的信仰�？陀^證據(jù)可以是具體的，可以作為描述的證據(jù)，或者是可接受的科學結果。在通常的閱讀文章中，有很多句子既包含了觀點，也包含了事實，所以讀者很難區(qū)分事實和觀點。因此，學生們很有必要了解這樣一個事實:目的是為了告知，例如教科書、醫(yī)學研究和報紙等，目的是為了說服或娛樂，例如編輯、廣告和故事。理解思想和事實之間的差異可以幫助學生進行批判性閱讀。有兩種方法可以實現(xiàn)這個目標。首先，讓學生們問自己三個問題來檢測陳述是事實還是觀點。問題是:這句話能被證明是真的嗎?這句話可以在實踐中或在操作中被觀察到嗎?這個論點能否被目擊者、手稿或文件所證實?如果這三個問題中沒有答案，那么這是一個觀點，而事實恰恰相反。其次，讓學生注意一些帶有個人情感傾向的形容詞，如:糟糕、優(yōu)秀、喜歡、愚蠢、難以置信等等。因為這些形容詞都顯示了作者的態(tài)度或情感，所以包含這些形容詞的句子可以被理解為一個觀點。此外，學生應該注意一些限制，例如，可能，不可能，通常，只是，等等，因為他們表現(xiàn)出作者的懷疑或態(tài)度，包含這些詞的內容也可以被視為一個觀點。

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CHAPTER FOUR RESULTS AND DISCUSSION 

 

4.1 Results and Discussion of the Questionnaire (Appendix I) 

In the lesson of 9A Unit 2 Reading Never give up, the author focuses on thetraining of students‘ evaluation and reflective ability. For exam, the author asks thestudents the following questions: What do you think Spud Webb is like? What did SpudWebb prove? What do you think makes a good basketball player? And after the studentsfinish learning Task The person who has influenced me most in this unit, the author asks:Who do you think has influenced you most in your life?At this stage, the author found that students‘ enthusiasm is very high, students feelthat they have learned a lot of new things, know a lot of tips to read, and show interestin critical reading. But teachers should also design more interesting, effective,challenging reading activities in order to provide students with more opportunities toapply critical reading strategies.

 

4.2 Results and Discussion of the Tests (Appendix II&III) 

In the second stage, from November 16, 2015 to January 30, 2016, because thetextbook new class finished basically, the junior3 students entered the review stage. Sothe author mainly use the articles on reading comprehension, cloze test or task-basedreading to train the students‘ ability of solving problems on grasping the author‘sattitude on a subject, judging the source, grasping the article structure. In classroomteaching, the author consolidatesthese reading strategies, and also uses conversation,interview and investigation to remind students to apply their strategies.In the action research of this period, the author selected some extracurricularreading materials to carry on the critical reading teaching. The typical teaching plan isshown in Appendix IV.After the class experiment, the students were interviewed. The subjects weredivided into three categories. Students A is the top students which score between 24 and30 in reading comprehension, students B is the middle students which score between 18and 24, students C score below 18 points. The purpose of the interview is to deeplyunderstand the success and limitations of the experiment.At the beginning of the term, on September 1, 2015, the author collectedpreliminary information to find out the situation and to examine the effect. Before thebeginning of the first phase of critical reading teaching, in order to understand thestudents‘ reading interest and reading strategies, a questionnaire survey was conducted.In order to measure the students‘ reading ability and thinking level, the readingcomprehension test was also carried out.

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兒童英語教育的研究

第四章結果和討論

4.1結果和討論的問卷(附錄I)

在9A單元2的閱讀課中，作者著重于學生的評價和反思能力的培養(yǎng)。例如，作者問學生以下問題:你認為Spud Webb是什么樣子?SpudWebb證明什么?你認為怎樣才能成為一個好的籃球運動員?在學生完成學習任務之后，這個對我影響 大的人，作者問道:你認為誰對你的生活影響 大?在這個階段，作者發(fā)現(xiàn)學生的熱情非常高，學生們覺得他們學到了很多新東西，懂得很多閱讀的技巧，并表現(xiàn)出對批判性閱讀的興趣。但教師也應設計更有趣、更有效、具有挑戰(zhàn)性的閱讀活動，以便為學生提供更多的機會來運用批判性閱讀策略。

4.2結果和測試的討論(附錄iii和iii)

在第二階段，從2015年11月16日到2016年1月30日，因為新課程基本上完成了，級學生進入了復習階段。作者主要利用閱讀理解、cloze測試或任務閱讀等文章來培養(yǎng)學生解決問題的能力，以把握作者對某一主題的執(zhí)著，判斷其來源，把握文章結構。在課堂教學中，作者整合了這些閱讀策略，并利用對話、訪談和調查來提醒學生運用他們的策略。在這一時期的行動研究中，作者選擇了一些課外閱讀材料來進行批判性閱讀教學。典型的教學計劃在附錄中顯示，在課堂實驗之后，學生們接受采訪。實驗對象分為三類。學生A是 優(yōu)秀的學生，在閱讀理解中得分在24到30之間，學生B是18到24之間的學生，C分數(shù)低于18分。面試的目的是要深入了解這個實驗的成功和局限性。在這個學期開始的時候，在2015年9月1日，作者收集了一些初步的信息來了解情況，并檢查其效果。在批判性閱讀教學第一階段開始前，為了了解學生的閱讀興趣和閱讀策略，進行了一項問卷調查。為了衡量學生的閱讀能力和思維水平，還進行了閱讀理解測試。

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CHAPTER FIVE CONCLUSION

 

Critical reading is a kind of deep reading, which requires the readers to use themethods of prediction, analysis, reasoning, summary and evaluation in the readingprocess to achieve a high understanding. In today's information society, trainingstudents‘ critical reading ability promotes their thinking ability and complies with thestudents‘ development. It is also consistent with the requirements of the compulsoryeducation English curriculum standard for Junior 3 students on reading. Therefore, it isvery necessary to carry out critical reading training in Junior 3.This study expounds the necessity of critical reading teaching in junior high schoolin theory and carries out an action research in practice. The purpose is to solve threemain research problems. Firstly, how do the teachers imment critical readingteaching in English class? Secondly, can the critical reading strategies develop students‘critical thinking ability effectively? Thirdly, can critical reading teaching improvestudents‘ interest in learning English? This study used the questionnaire, classroomexperiment, interview, test, data analysis and other methods, selected two classes ofJunior 3 in a middle school as the research objects, and recorded the development ofstudents‘critical reading ability in the experiment.The results showed that: Firstly, through the critical reading teaching, the studentsgrasp some critical reading strategies, and the thinking ability is improved. Secondly,critical reading teaching improves the students‘ speed, accuracy and depth of the textunderstanding and. the scoring rate on reading comprehension. Thirdly, critical readingteaching can truly reflect the students‘main body position, change their learning attitude,arouse the in terest and mobilize the enthusiasm.This study explores critical reading teaching and train critical reading strategies injunior high school. The method of action research is used to verify the effect of criticalreading teaching, which provides some references for the further research on improvingjunior high school students‘critical reading ability.

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兒童英語教育的研究

第五章結論

批判性閱讀是一種深度閱讀，它要求讀者在閱讀過程中運用預測、分析、推理、總結和評價的方法來達到高度的理解。在當今的信息社會中，培養(yǎng)學生的批判性閱讀能力有助于提高學生的思維能力，順應學生的發(fā)展。同時，也符合初三學生對《強迫教育英語課程標準》的要求。因此，在級時進行批判性閱讀訓練是非常必要的。摘要本文闡述了初中學生批判性閱讀教學的必要性，并在實踐中進行了行動研究。目的是解決三個研究問題。首先，教師如何在英語課堂上實施批判性的閱讀教學?其次，批判性閱讀策略能有效地培養(yǎng)學生的批判性思維能力嗎?第三，批判性閱讀教學能提高學生學習英語的興趣嗎?本研究聘用問卷、課堂實驗、訪談、測試、數(shù)據(jù)分析等方法，選擇了中學級的兩班作為研究對象，并記錄了學生在實驗中批判性閱讀能力的發(fā)展。結果表明:首先，通過批判性閱讀教學，學生掌握了一些關鍵的閱讀策略，并提高了思維能力。其次，批判性閱讀教學提高了學生的速度、準確性和對文本理解的深度。閱讀理解的評分率。第三，批判性的閱讀教學能夠真正地反映學生的主體地位，改變他們的學習態(tài)度，激發(fā)學生的熱情。本研究探討了批判性閱讀教學，培養(yǎng)學生的批判性閱讀策略。本文運用行動研究方法來驗證批判性閱讀教學的效果，為進一步研究提高初中學生的批判性閱讀能力提供了參考。

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