兒童英語(yǔ)學(xué)習(xí)的研究（3）

When peo touch a symbol through visual contact, the reading begins; When the human brain determines the meaning of the symbol, it is understood. When children begin to recognize the first letter and the first phrase, they begin to read. Reading is not only the reading of the article, the text can be long or short, short, can be a word, a phrase, such as Metro, Notakingphotos, Turnleft. Keepoffthegrass, elders but dialogue, essays, novels, poems, advertising, drama, etc. As to what is reading, different scholars have different opinions. The expert scholar of text driving theory compares it to the decoding stage. Readers to grasp the words and phrases in the text, reading, by the words, phrases to sentence, by the last sentence to transition to the reading of the text, from the words, phrases to article language section, the reader gradually understand, in reading the article decoding (quoted from Wang Duqin, 2010). The theory holds that vocabulary and grammar are the main factors that restrict a person's ability to read. A person to improve ability of reading, the first thing to enlarge vocabulary, to master a certain amount of grammar, only palm pinched a certain amount of vocabulary and grammar, to improve their reading ability, improve the level of language.

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兒童英語(yǔ)學(xué)習(xí)的研究

閱讀與小學(xué)英語(yǔ)的特點(diǎn)

當(dāng)人們通過(guò)視覺(jué)接觸一個(gè)符號(hào)時(shí)候，閱讀就已經(jīng)巧始;當(dāng)人們的大腦判斷出這個(gè)符號(hào)的意義時(shí)，理解便已實(shí)現(xiàn)。從兒童開(kāi)始認(rèn)識(shí)第一個(gè)字母、第一個(gè)短語(yǔ)時(shí)，他們就己經(jīng)開(kāi)始閱讀。閱讀不只是文章的閱讀，其語(yǔ)篇可長(zhǎng)可短，短者可以是一個(gè)單詞、一個(gè)短語(yǔ)，如　Metro，No　taking　photos，　Turn　left.　Keep　off　the　grass　等，長(zhǎng)者可是對(duì)話、短文、小說(shuō)、詩(shī)歌、廣告、戲劇等。就什么是閱讀而言，不同的學(xué)者有不同的看法。研究文本驅(qū)動(dòng)論的專家學(xué)者將其比喻成解碼的階段。讀者先要掌握閱讀文本中的單詞、短語(yǔ)，由單詞、短語(yǔ)過(guò)渡到句子， 后由句子再過(guò)渡到整個(gè)閱讀文本的掌握，從單詞、短句到成篇的語(yǔ)段，讀者在閱讀中逐步理解，對(duì)文章進(jìn)行解碼(轉(zhuǎn)引自王篤勤，2010)。該理論認(rèn)為詞匯量和語(yǔ)法水平是制約一個(gè)人閱讀能力高低的主要因素。要想提高一個(gè)人的閱讀能力，首先要擴(kuò)大詞匯量，掌握一定程度的語(yǔ)法，只有掌捏了一定量的詞匯和語(yǔ)法，才能提高閱讀能力，提高語(yǔ)言水平。

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兒童英語(yǔ)學(xué)習(xí)的研究

 literature review

For a long time, the foreign education system for the cultivation of the students reading ability in the teaching mechanism, teaching methods and so on various aspects are comte, especially in some english-speaking countries, in this respect is the tree a gorge. For exam, an ocean away from the United States, their country's primary school students have fixed reading places -- reading homework, requiring primary school students to have at least one hour of reading every day. In addition, in the reading homework room also divides a class to hold a lot of the precious book that is suitable for different age level children to read, its indoor environment decorate also foil the atmosphere that is suitable for children to read. In view of the education system in China, due to the differences of national system, eastern and western cultures and so on, the teaching of primary school reading between the two countries is inconsistent in many aspects. Mainly displays in: 1. In a foreign country, especially in the United States, concerns about the reading teaching of primary school students autonomous learning, stimulate students interest in a number of ways, the initiative into the daily reading; 2. The American primary school reading teaching does not unify the reading materials, leaving the choice of reading materials to the students themselves, and the students choose the books to read according to their own interests and abilities; 3. The American primary school reading teaching pays more attention to the teaching of reading methods and reading strategies to students, who can master the articles by reading comprehension. 4 the reading ability of students and classroom teaching organization, teaching also show, director of the American, correct play to the teacher's leading role, not rote, single plate type teaching, through to guide and help students, make their respective play reading of the special features.

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兒童英語(yǔ)學(xué)習(xí)的研究

文獻(xiàn)綜述

長(zhǎng)期以來(lái)，國(guó)外教育系統(tǒng)對(duì)于小學(xué)生閱讀能力的培養(yǎng)在教學(xué)機(jī)制、教學(xué)方法等各方面都十分完備，特別是在一些以英語(yǔ)為母語(yǔ)的國(guó)家，在這方面更是獨(dú)樹(shù)一峽。比如，一洋之隔的美國(guó)，他們國(guó)家的小學(xué)生有固定的閱讀場(chǎng)所——閱讀作業(yè)室，要求小學(xué)生每天必須保證有至少一個(gè)小時(shí)的閱讀時(shí)間。此外，在閱讀作業(yè)室內(nèi)還分口別類存放有大量適合不同年齡層次孩子閱讀的珍貴書(shū)籍，其室內(nèi)環(huán)境布置也烘托出適宜孩子們閱讀的氛圍。再觀我國(guó)的教育體系，由于國(guó)家體制、東西方文化等等方面的諸如不同，造成兩國(guó)之間小學(xué)閱讀教學(xué)在很多方面上的不一致。主要表現(xiàn)在：1.在國(guó)外，特別是在美國(guó)，小學(xué)階段的閱讀教學(xué)更加關(guān)注學(xué)生自主學(xué)習(xí)，通過(guò)多種方式激發(fā)學(xué)生興趣，主動(dòng)投入到日常閱讀中去;2.美國(guó)小學(xué)閱讀教學(xué)不統(tǒng)一閱讀材料，把閱讀材料的選擇權(quán)完全交由學(xué)生自己，由學(xué)生根據(jù)自己的興趣和能力自主選擇書(shū)籍進(jìn)行閱讀;3.美國(guó)小學(xué)閱讀教學(xué)更為注重將閱讀方法、閱讀策略傳授給學(xué)生，由學(xué)生自己通過(guò)閱讀理解掌握文章;4對(duì)閱讀能力偏低的學(xué)生及課堂教學(xué)組織上，美國(guó)教學(xué)也盡顯所長(zhǎng)，正確發(fā)揮老師的主導(dǎo)作用，不是填鴨式、單板式教學(xué)，通過(guò)指導(dǎo)、幫助學(xué)生，使其發(fā)揮出各自閱讀方面的特長(zhǎng)。

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