儿童英语教育的研究（下）

Many scholars have emphasized the importance of distinguishing between ideas and facts (Garrigus,2002; Pirozzi,2003;Wassman & Paye1985). This shows thatteachers should guide students to find out what is the facts and arguments, and what ishe author's point of view and point of view. It can be said that the distinction betweenopinion and fact is the most important skill in critical reading. In order to understandand evaluate the text reasonably, the highly effective readers must be able to distinguishthe fact from the point of view. The facts are based on objective evidence of realspecific details, which can be proved. However, perspective, which is artificially created,is an explanation, value judgment, or belief that cannot be proved right or wrong.Objective evidence may be specific, which can be a witness to the description, or theacceptable scientific results.In the usual reading articles, there are many sentences that contain both theviewpoint and the fact, so it is difficult for the reader to distinguish the facts andopinions. So it is very necessary for students to know the fact that the purpose is to inform, for exam, textbooks, medical research and newspapers, etc. The view of the purpose is to persuade or entertain, such as editorial, advertising and story.Understanding the differences between ideas and facts can help students to make criticalreading. There are two ways to achieve this goal. First, let the students ask the mselvesthree questions to detect the statement is the fact or point of view. The questions are:can this statement be proved to be true? Can this statement be observed in practice or inthe operation? Can this argument be confirmed by witnesses, manuscripts or documents?If there is an answer to ―no‖ in the three questions, then this is a point of view, whereasthe opposite is true. Second, let the students pay attention to some of the adjectives with personal emotional tendencies such as awful, excellent, favorite, stupid, unbelievable,and so on. Because these adjectives all show the author‘s attitude or emotion to theobject, the sentence that contains these adjectives can be understood as a point of view.In addition the students should pay attention to some of the restrictions, such as could,likely, never, often, only, etc. Because they show the author‘s suspicion or attitude, thesentences that contain these words can also be viewed as a point of view.

儿童英语教育的研究

关键阅读策略的定义

许多学者强调了区分概念和事实的重要性(加里格斯，2002;Pirozzi,2003;Wassman &Paye1985) 。 这表明教师应该引导学生找出事实和论点 ， 以及作  者的观念和观点。 可以说，在批判性阅读中，意见和事实的区别是 重要的技能。为了合理地理解和评价文本，高效的读者必须能够从观点的角度来区分事实。事实根据客观证据来证明，这是可以证明的。然而，这种人为创造的观点，是一种解释，价值判断，或不能证明是对或错的信仰。客观证据可以是具体的，可以作为描述的证据，或者是可接受的科学结果。在通常的阅读文章中，有很多句子既包含了观点，也包含了事实，所以读者很难区分事实和观点。因此，学生们很有必要了解这样一个事实:目的是为了告知，例如教科书、医学研究和报纸等，目的是为了说服或娱乐，例如编辑、广告和故事。理解思想和事实之间的差异可以帮助学生进行批判性阅读。有两种方法可以实现这个目标。首先，让学生们问自己三个问题来检测陈述是事实还是观点。问题是:这句话能被证明是真的吗?这句话可以在实践中或在操作中被观察到吗?这个论点能否被目击者、手稿或文件所证实?如果这三个问题中没有答案，那么这是一个观点，而事实恰恰相反。其次，让学生注意一些带有个人情感倾向的形容词，如:糟糕、优秀、喜欢、愚蠢、难以置信等等。因为这些形容词都显示了作者的态度或情感，所以包含这些形容词的句子可以被理解为一个观点。此外，学生应该注意一些限制，例如，可能，不可能，通常，只是，等等，因为他们表现出作者的怀疑或态度，包含这些词的内容也可以被视为一个观点。

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CHAPTER FOUR RESULTS AND DISCUSSION 

 

4.1 Results and Discussion of the Questionnaire (Appendix I) 

In the lesson of 9A Unit 2 Reading Never give up, the author focuses on thetraining of students‘ evaluation and reflective ability. For exam, the author asks thestudents the following questions: What do you think Spud Webb is like? What did SpudWebb prove? What do you think makes a good basketball player? And after the studentsfinish learning Task The person who has influenced me most in this unit, the author asks:Who do you think has influenced you most in your life?At this stage, the author found that students‘ enthusiasm is very high, students feelthat they have learned a lot of new things, know a lot of tips to read, and show interestin critical reading. But teachers should also design more interesting, effective,challenging reading activities in order to provide students with more opportunities toapply critical reading strategies.

 

4.2 Results and Discussion of the Tests (Appendix II&III) 

In the second stage, from November 16, 2015 to January 30, 2016, because thetextbook new class finished basically, the junior3 students entered the review stage. Sothe author mainly use the articles on reading comprehension, cloze test or task-basedreading to train the students‘ ability of solving problems on grasping the author‘sattitude on a subject, judging the source, grasping the article structure. In classroomteaching, the author consolidatesthese reading strategies, and also uses conversation,interview and investigation to remind students to apply their strategies.In the action research of this period, the author selected some extracurricularreading materials to carry on the critical reading teaching. The typical teaching plan isshown in Appendix IV.After the class experiment, the students were interviewed. The subjects weredivided into three categories. Students A is the top students which score between 24 and30 in reading comprehension, students B is the middle students which score between 18and 24, students C score below 18 points. The purpose of the interview is to deeplyunderstand the success and limitations of the experiment.At the beginning of the term, on September 1, 2015, the author collectedpreliminary information to find out the situation and to examine the effect. Before thebeginning of the first phase of critical reading teaching, in order to understand thestudents‘ reading interest and reading strategies, a questionnaire survey was conducted.In order to measure the students‘ reading ability and thinking level, the readingcomprehension test was also carried out.

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儿童英语教育的研究

第四章结果和讨论

4.1结果和讨论的问卷(附录I)

在9A单元2的阅读课中，作者着重于学生的评价和反思能力的培养。例如，作者问学生以下问题:你认为Spud Webb是什么样子?SpudWebb证明什么?你认为怎样才能成为一个好的篮球运动员?在学生完成学习任务之后，这个对我影响 大的人，作者问道:你认为谁对你的生活影响 大?在这个阶段，作者发现学生的热情非常高，学生们觉得他们学到了很多新东西，懂得很多阅读的技巧，并表现出对批判性阅读的兴趣。但教师也应设计更有趣、更有效、具有挑战性的阅读活动，以便为学生提供更多的机会来运用批判性阅读策略。

4.2结果和测试的讨论(附录iii和iii)

在第二阶段，从2015年11月16日到2016年1月30日，因为新课程基本上完成了，级学生进入了复习阶段。作者主要利用阅读理解、cloze测试或任务阅读等文章来培养学生解决问题的能力，以把握作者对某一主题的执著，判断其来源，把握文章结构。在课堂教学中，作者整合了这些阅读策略，并利用对话、访谈和调查来提醒学生运用他们的策略。在这一时期的行动研究中，作者选择了一些课外阅读材料来进行批判性阅读教学。典型的教学计划在附录中显示，在课堂实验之后，学生们接受采访。实验对象分为三类。学生A是 优秀的学生，在阅读理解中得分在24到30之间，学生B是18到24之间的学生，C分数低于18分。面试的目的是要深入了解这个实验的成功和局限性。在这个学期开始的时候，在2015年9月1日，作者收集了一些初步的信息来了解情况，并检查其效果。在批判性阅读教学第一阶段开始前，为了了解学生的阅读兴趣和阅读策略，进行了一项问卷调查。为了衡量学生的阅读能力和思维水平，还进行了阅读理解测试。

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CHAPTER FIVE CONCLUSION

 

Critical reading is a kind of deep reading, which requires the readers to use themethods of prediction, analysis, reasoning, summary and evaluation in the readingprocess to achieve a high understanding. In today's information society, trainingstudents‘ critical reading ability promotes their thinking ability and complies with thestudents‘ development. It is also consistent with the requirements of the compulsoryeducation English curriculum standard for Junior 3 students on reading. Therefore, it isvery necessary to carry out critical reading training in Junior 3.This study expounds the necessity of critical reading teaching in junior high schoolin theory and carries out an action research in practice. The purpose is to solve threemain research problems. Firstly, how do the teachers imment critical readingteaching in English class? Secondly, can the critical reading strategies develop students‘critical thinking ability effectively? Thirdly, can critical reading teaching improvestudents‘ interest in learning English? This study used the questionnaire, classroomexperiment, interview, test, data analysis and other methods, selected two classes ofJunior 3 in a middle school as the research objects, and recorded the development ofstudents‘critical reading ability in the experiment.The results showed that: Firstly, through the critical reading teaching, the studentsgrasp some critical reading strategies, and the thinking ability is improved. Secondly,critical reading teaching improves the students‘ speed, accuracy and depth of the textunderstanding and. the scoring rate on reading comprehension. Thirdly, critical readingteaching can truly reflect the students‘main body position, change their learning attitude,arouse the in terest and mobilize the enthusiasm.This study explores critical reading teaching and train critical reading strategies injunior high school. The method of action research is used to verify the effect of criticalreading teaching, which provides some references for the further research on improvingjunior high school students‘critical reading ability.

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儿童英语教育的研究

第五章结论

批判性阅读是一种深度阅读，它要求读者在阅读过程中运用预测、分析、推理、总结和评价的方法来达到高度的理解。在当今的信息社会中，培养学生的批判性阅读能力有助于提高学生的思维能力，顺应学生的发展。同时，也符合初三学生对《强迫教育英语课程标准》的要求。因此，在级时进行批判性阅读训练是非常必要的。摘要本文阐述了初中学生批判性阅读教学的必要性，并在实践中进行了行动研究。目的是解决三个研究问题。首先，教师如何在英语课堂上实施批判性的阅读教学?其次，批判性阅读策略能有效地培养学生的批判性思维能力吗?第三，批判性阅读教学能提高学生学习英语的兴趣吗?本研究聘用问卷、课堂实验、访谈、测试、数据分析等方法，选择了中学级的两班作为研究对象，并记录了学生在实验中批判性阅读能力的发展。结果表明:首先，通过批判性阅读教学，学生掌握了一些关键的阅读策略，并提高了思维能力。其次，批判性阅读教学提高了学生的速度、准确性和对文本理解的深度。阅读理解的评分率。第三，批判性的阅读教学能够真正地反映学生的主体地位，改变他们的学习态度，激发学生的热情。本研究探讨了批判性阅读教学，培养学生的批判性阅读策略。本文运用行动研究方法来验证批判性阅读教学的效果，为进一步研究提高初中学生的批判性阅读能力提供了参考。

这是接着上篇的内容，在这里也把整篇文章都给大家了

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