| | | | | 阅读课的现状分析与对策 | | | 万霖,李小莉 | | | 传统的大学外语阅读教学模式仍然以行为主义的刺激-反应-加强理论为依据,课堂主要采取教师-学生的单向传递方式,学习者处于被动地位,没有机会参与到构建意义的过程中来。教授重点主要是字词句和语法的阅读模式,这违反了人类大脑记忆机制处理信息的正常程序,加大了短期记忆处理的负担,也减少了储存的信息量。而过分依赖课堂课本、忽视课外学习的做法使得学习者无法达到一定的阅读量,阅读的心理和生理机制无法得到培养和锻炼。本文在分析了当前阅读课面临的问题后,提出了相应的对策。希望通过教学模式的转换、教学重点的转移以及学生自主阅读习惯的培养为阅读教学带来生机,使学生能够独立自主、积极有效地完成阅读任务。
【作者单位】：西安外国语学院出国留学人员培训部 陕西西安710061
(万霖);北京邮电大学语言学院 北京100876(李小莉)
【关键词】：阅读教学;单向传递模式;阅读策略;阅读量;记忆机制;图式
【分类号】：H319.3
【DOI】：cnki:ISSN:1008-4703.0.2005-02-017
【正文快照】：
一、现状我国的大学英语教育包括外语院校或外语专业的教学依然偏重传统模式,采用的教学法仍然依据行为主义(behavio-rism)所倡导的刺激-反应-加强的理论原则。行为主义者认为学习的本质是刺激反应的联结,学习者成功与否完全取决于外界刺激的变化。这种理论排斥学习者学习过程 | | |  推荐 CAJ下载  PDF下载 | | | CAJViewer7.0阅读器支持所有CNKI文件格式，AdobeReader仅支持PDF格式 | | | | Research into Reading Class: the Problems and Solutions | | | Wan Lin Li Xiaoli | | | Traditional foreign language reading class in Chinese colleges or universities is still under the guidance of behaviorism theory. The linear transmission model from teacher to student plays a dominant role in the reading class in which students are passive listeners without actively involving themselves in the process of meaning construction. The teaching focus on words, phrases, sentences and grammar is inconsistent with the normal processing of information, placing much burden on the short-term memory of the brain. Moreover, due to insufficient amount of reading, the psychological and physical mechanism of reading cannot be fully activated. In order to solve these problems, some pieces of advice are put forward in the paper with an aim to help students become independent learners.
【Keyword】：reading class;linear transmission model;reading strategies;amount of reading;memory mechanism;schema |
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