Zhu Yi
Zhu Yi
Zhu Yi, male, from Siyang County, Jiangsu Province, university culture, middle school teacher, now works in Laian middle school in Siyang County. The main research direction is middle school English teaching and curriculum reform, and many professional papers have been published in the core journals of education.
Research direction
The main research direction is middle school English teaching and curriculum reform, and many professional papers have been published in the core journals of education.
Educational papers
Middle school English
On the teaching of reading
reading is an important part of foreign language teaching, and improving students' reading comprehension ability has always been an important goal of foreign language teaching. In practice, the author constantly summarizes the following experience: < br > first, fully understand the factors that affect reading comprehension < br > there are many factors that affect reading comprehension, including language knowledge, cognitive skills, personal experience, world knowledge and so on. Language knowledge includes vocabulary, grammar, discourse and other levels, which is the basis of language understanding. Readers can't understand one word by one when reading. Effective reading should pay more attention to key words or semantic groups. Background knowledge is another important factor affecting reading comprehension. Students' existing knowledge, experience, conceptual ability, understanding mode, emotion, emotion and other irrational factors constitute students' cognitive schema. These factors interact with each other, so that readers have differences in reading ability. The traditional teaching mode focuses on the meaning of vocabulary. This paper is often used to teach students vocabulary and usage. Reading an article is to remember all the words, phrases and grammatical structures. As a result, students form the habit of reading one word by one. This has greatly affected the students' reading efficiency. What teachers need to do is to change this situation and help students form good reading habits.
First of all, it is necessary to guide students to identify meaning groups and key information, so that students do not pay too much attention to the meaning of each word. In this way, in reading, they can read quickly and remember the key information better. The teacher can teach the students to practice dividing the meaning groups or read some short passages that have already marked out the meaning groups. The knowledge of basic sentence patterns can also help students better grasp the important information in long sentences.
Secondly, the knowledge and practice of demonstratives and conjunctions are also necessary, which can help students better understand the relationship between sentences, sentences and texts. The teacher must find a way to let the students know how to make many sentences and paragraphs form a complete chapter with a certain theme in different ways.
Thirdly, the role of text knowledge in reading can not be ignored. Teachers should teach students the common text structure and information flow patterns through teaching or practice. Writing outlines or abbreviations is also an effective way.
Finally, students should learn to identify the function of the article, that is, the author's writing purpose. Is the author writing this article for description, discussion, persuasion or just for entertainment? Is he telling the truth or expressing his opinion? Is it direct or ironic? All of these questions are key to understanding. The teacher must teach the students the common symbols and how to identify the author's intention through various clues.
In a word, teachers should change students' habit of sticking to one word and one sentence by various means, pay more attention to the higher level of language, and learn to grasp the meaning of the article objectively.
Third, practice reading skills < br > reading does not have a fixed mode, but changes flexibly according to different situations. A good reader can adjust his reading skills and speed according to different reading purposes. The invariable reading method will only waste too much time in many times, and will not remember the really important information because there is no focus. Over time, students will lose confidence and interest in reading, leading to a vicious circle. Therefore, it is necessary for teachers to teach students different reading methods and skills, and guide students to apply them flexibly.
Reading methods often refer to pre reading, skimming, browsing, guessing according to the context, guessing and so on. Teachers should not only teach students how to choose different strategies according to different reading purposes or tasks, but also enable students to switch and use strategies freely.
Fourth, to integrate background knowledge into Reading Teaching < br > the role of background knowledge in reading is crucial, which can be introduced by teachers or given through the reading materials themselves. Background knowledge is a complex concept, including professional knowledge, social and cultural knowledge. Therefore, in addition to introducing the relevant professional and cultural knowledge, the social background can not be ignored, because the misunderstanding in reading is often caused by the difference between the way of life and the way of thinking.
Fifth, integrate emotional and social factors into Teaching < br > teachers can encourage students to cooperate, discuss and compete with each other. At the same time, teachers also need to guide students to conduct self-evaluation and self-regulation. For example, tell students not to panic when they encounter new words or difficult sentences, keep calm, and take appropriate guessing skills to solve the difficulties; at the same time, guide students to set appropriate learning goals, record their academic performance, timely encourage themselves, and so on.
In a word, carrying out reading training for learners is of positive significance to cultivate learning interest and improve reading efficiency. In this regard, the teacher's responsibility is not only to provide knowledge, but also to provide strategies and methods for students to extract meaning from the text. It is better to teach students to fish than to teach them to fish. Only by cultivating students to form good reading habits and making students freely use various strategies can reading efficiency be really improved.
Social evaluation
Since taking part in the work, he has always been based on his own position, willing to contribute and work hard. He has won wide recognition and praise from all walks of life with his professional attitude of "learning high as a teacher and being upright as a model", the principle of "holding a heart and not taking half a root of grass" and the goal of "sticking to the three foot platform and cultivating the world's peaches and plums".
Chinese PinYin : Zhu Yi
Zhu Yi
