解读文本领略文采提升阅读.doc

解读文本,领略文采,提升阅读 一、解读文本结构：从整体入手，梳理来龙去脉。 教师在文本解读的过程中，很容易被大量的细节信息所左右，往往关注如何引导学生读懂文章所描述的具体内容，片面地认为阅读就是增大词汇量和巩固分析语法，而没有从整体意义的高度上去把握全文，教学设计呈现一步一步貌似面面俱到，但缺乏明确的主线，整节课实际上是一盘散沙，学生也只能是云里雾里、亦步亦趋地跟着老师走。 语篇理念下的阅读教学强调语篇结构和语意的完整性，这就要求读者在阅读中超越句子层面的理解，走向以语篇为单位的整体阅读教学（戴军熔，2012）。学生在细读文本时，只有把握好文章的结构才能理清文章的脉络，对文章进行整体的把握，深入品味文本谋篇和构思的精妙。例如：外研版九上 Module4 U2 I became so bored with their orders that I wished they would leave me alone. 从谋篇布局看，文章My “perfect holiday”是以两条主线展开的：一为故事发展情节线，二为主人公对于“home alone”情感变化主线。如下表所示。 故事发展情节 情感变化路线 Parents did everything for me. Parents managed every minutes of my life. I feel bored with my parents’ orders. I wished they would leave me alone. My wish came true. I feel happy/… about my parents’ going away. I could have some fun. As soon as? ;Then?; And after that? nI woke up late. I feel tired and sleepy at school. without breakfast; couldn’t hand in my homework; was unable to?； I tried to cook some rice but I burned it. I wanted mum and dad to come home soon. I feel lonely and unhappy about being home alone. I realized being home alone was not always perfect Mum and dad were very happy to find that I can do some simple chores. I feel happy about my parents coming back, 抓住这两条线索，学生可以较清晰地把握整个文本的基本内容，逐步从浅阅读向深阅读迈进。 通过表格梳理两条主线，理清事件发展的命脉，让学生了解语篇内容，引导学生了解主人公“I”的心理变化过程，并凸显主题：Being home alone is not always perfect. The support and love from parents are so important. It is necessary to learn to do some chores in the spare time. 因此教师在解读文本的过程中一定要时刻保持通篇意识，深入解读的同时要努力挖掘主线，使得文章框架清晰，逻辑明朗，主旨突出，也使得细节信息能找到附着点，由散兵变队伍。 解读文本从文章的标题、图片入手，预测文章内容。标题反映文章主题，帮助读者预测文章内容，激发阅读兴趣。引导学生根据已有知识和经验，解读标题，预测文本内容，培养学生带着有待验证的预测能力，进行整体阅读训练。文章的往往与文本的内容有十分密切的关系，有些标题常常是已经告诉或暗示了文章的内容、作者所要表达的思想看法及倾向性。抓住了文章的题目，从题目入手，可以通过题目大致推测一下文本的内容，这样就能较快的进入文本的内容的解读，为深层次地解读奠定良好的基础。“the natural world ”,so is this passage about a man-made wonder or a natural wonder? Ss: Certainly it is about a natural wonder. T : What do you think the wonder is about ? Ss: The leading title is “The Gran