兒童英語(yǔ)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(yǔ)教學(xué)中，閱讀被認(rèn)為是 重要的部分。與此同時(shí)，閱讀能力是測(cè)試學(xué)生語(yǔ)言能力水平的主要標(biāo)準(zhǔn)之一。

根據(jù)英語(yǔ)閱讀課的觀察，在今天的英語(yǔ)課上，學(xué)生是被動(dòng)學(xué)習(xí)和缺乏主動(dòng)思維，他們只接受老師傳授的知識(shí)。

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

學(xué)生們只會(huì)生硬地掌握一些單詞、短語(yǔ)和句子。學(xué)生完全不了解文本結(jié)構(gòu)和隱含的觀點(diǎn)，并對(duì)自己的文本進(jìn)行評(píng)估。

《英語(yǔ)義務(wù)教育課程標(biāo)準(zhǔn)(2011)》提出了學(xué)生閱讀的五個(gè)目標(biāo)。對(duì)于初中學(xué)生來(lái)說(shuō)，進(jìn)入初中時(shí)，學(xué)生需要在閱讀方面達(dá)到5級(jí)。

這里有一些關(guān)于閱讀的5級(jí)的詳細(xì)描述。學(xué)生應(yīng)該根據(jù)語(yǔ)境和詞匯的形成來(lái)推斷和理解生詞的意義，理解文章中句子的邏輯關(guān)系。

學(xué)生應(yīng)該能夠找到文章的主題，理解故事的情節(jié)，并預(yù)測(cè)情節(jié)的發(fā)展和可能的結(jié)果。

學(xué)生應(yīng)該能夠讀懂普通書(shū)籍的適當(dāng)水平，并使用閱讀策略來(lái)獲取不同目的的信息。學(xué)生應(yīng)該能夠使用字典和其他工具來(lái)閱讀，學(xué)生的課外閱讀應(yīng)該積累到超過(guò)15萬(wàn)字。

此外，在目前的高中入學(xué)考試中，直接閱讀理解問(wèn)題占20分，間接項(xiàng)目如Cloze和基于任務(wù)的閱讀帳戶(hù)20分，占總分的40%。

因此，閱讀能力對(duì)學(xué)生的考試成績(jī)和學(xué)習(xí)成績(jī)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(yǔ)閱讀教學(xué)注重學(xué)生的語(yǔ)言知識(shí)和語(yǔ)言能力，往往缺乏培養(yǎng)學(xué)生的閱讀能力。

大多數(shù)學(xué)生沒(méi)有條件接受這一觀點(diǎn)。他們不太可能分析文章的信息，很少質(zhì)疑和評(píng)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(gè)性化的閱讀。批判性閱讀強(qiáng)調(diào)閱讀過(guò)程中的自我意識(shí)和自我控制，通過(guò)與作者的交流，與作者交流，形成自己的觀點(diǎn)，積極構(gòu)建知識(shí)。目前，批判性閱讀已廣泛應(yīng)用于語(yǔ)言學(xué)和教育領(lǐng)域，許多學(xué)者強(qiáng)調(diào)學(xué)習(xí)和教授批判性閱讀的必要性。許多學(xué)者重視批判性閱讀的研究和教學(xué)。在西方，從小學(xué)開(kāi)始，學(xué)生們被鼓勵(lì)獨(dú)立思考，對(duì)大學(xué)來(lái)說(shuō)，批判性閱讀已經(jīng)成為必修課。中國(guó)的批判性閱讀教學(xué)逐漸被人們所重視。對(duì)于批判性的閱讀，學(xué)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(guó)引發(fā)了一場(chǎng)教育改革的批判性思考的重點(diǎn)。批判性閱讀作為一種有效的發(fā)展思維方式，已經(jīng)開(kāi)始受到廣泛的關(guān)注和研究。Hafner(1974年)將批判性閱讀定義為思考的過(guò)程，讀者們正在討論如何使用語(yǔ)言和理解概念的問(wèn)題。1979年，英國(guó)語(yǔ)言學(xué)家羅杰·福勒和克雷斯出版了《語(yǔ)言與控制》。這本書(shū)是第一個(gè)提到批判性語(yǔ)言學(xué)和批判的話語(yǔ)分析方法的概念。批判性話語(yǔ)分析是第一個(gè)為批判性閱讀教學(xué)提供理論指導(dǎo)的分析。這是批判性閱讀教學(xué)在理論基礎(chǔ)方面的重大進(jìn)展。

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