儿童英语学习的研究（3）

When peo touch a symbol through visual contact, the reading begins; When the human brain determines the meaning of the symbol, it is understood. When children begin to recognize the first letter and the first phrase, they begin to read. Reading is not only the reading of the article, the text can be long or short, short, can be a word, a phrase, such as Metro, Notakingphotos, Turnleft. Keepoffthegrass, elders but dialogue, essays, novels, poems, advertising, drama, etc. As to what is reading, different scholars have different opinions. The expert scholar of text driving theory compares it to the decoding stage. Readers to grasp the words and phrases in the text, reading, by the words, phrases to sentence, by the last sentence to transition to the reading of the text, from the words, phrases to article language section, the reader gradually understand, in reading the article decoding (quoted from Wang Duqin, 2010). The theory holds that vocabulary and grammar are the main factors that restrict a person's ability to read. A person to improve ability of reading, the first thing to enlarge vocabulary, to master a certain amount of grammar, only palm pinched a certain amount of vocabulary and grammar, to improve their reading ability, improve the level of language.

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儿童英语学习的研究

阅读与小学英语的特点

当人们通过视觉接触一个符号时候，阅读就已经巧始;当人们的大脑判断出这个符号的意义时，理解便已实现。从儿童开始认识第一个字母、第一个短语时，他们就己经开始阅读。阅读不只是文章的阅读，其语篇可长可短，短者可以是一个单词、一个短语，如　Metro，No　taking　photos，　Turn　left.　Keep　off　the　grass　等，长者可是对话、短文、小说、诗歌、广告、戏剧等。就什么是阅读而言，不同的学者有不同的看法。研究文本驱动论的专家学者将其比喻成解码的阶段。读者先要掌握阅读文本中的单词、短语，由单词、短语过渡到句子， 后由句子再过渡到整个阅读文本的掌握，从单词、短句到成篇的语段，读者在阅读中逐步理解，对文章进行解码(转引自王笃勤，2010)。该理论认为词汇量和语法水平是制约一个人阅读能力高低的主要因素。要想提高一个人的阅读能力，首先要扩大词汇量，掌握一定程度的语法，只有掌捏了一定量的词汇和语法，才能提高阅读能力，提高语言水平。

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儿童英语学习的研究

 literature review

For a long time, the foreign education system for the cultivation of the students reading ability in the teaching mechanism, teaching methods and so on various aspects are comte, especially in some english-speaking countries, in this respect is the tree a gorge. For exam, an ocean away from the United States, their country's primary school students have fixed reading places -- reading homework, requiring primary school students to have at least one hour of reading every day. In addition, in the reading homework room also divides a class to hold a lot of the precious book that is suitable for different age level children to read, its indoor environment decorate also foil the atmosphere that is suitable for children to read. In view of the education system in China, due to the differences of national system, eastern and western cultures and so on, the teaching of primary school reading between the two countries is inconsistent in many aspects. Mainly displays in: 1. In a foreign country, especially in the United States, concerns about the reading teaching of primary school students autonomous learning, stimulate students interest in a number of ways, the initiative into the daily reading; 2. The American primary school reading teaching does not unify the reading materials, leaving the choice of reading materials to the students themselves, and the students choose the books to read according to their own interests and abilities; 3. The American primary school reading teaching pays more attention to the teaching of reading methods and reading strategies to students, who can master the articles by reading comprehension. 4 the reading ability of students and classroom teaching organization, teaching also show, director of the American, correct play to the teacher's leading role, not rote, single plate type teaching, through to guide and help students, make their respective play reading of the special features.

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儿童英语学习的研究

文献综述

长期以来，国外教育系统对于小学生阅读能力的培养在教学机制、教学方法等各方面都十分完备，特别是在一些以英语为母语的国家，在这方面更是独树一峡。比如，一洋之隔的美国，他们国家的小学生有固定的阅读场所——阅读作业室，要求小学生每天必须保证有至少一个小时的阅读时间。此外，在阅读作业室内还分口别类存放有大量适合不同年齡层次孩子阅读的珍贵书籍，其室内环境布置也烘托出适宜孩子们阅读的氛围。再观我国的教育体系，由于国家体制、东西方文化等等方面的诸如不同，造成两国之间小学阅读教学在很多方面上的不一致。主要表现在：1.在国外，特别是在美国，小学阶段的阅读教学更加关注学生自主学习，通过多种方式激发学生兴趣，主动投入到日常阅读中去;2.美国小学阅读教学不统一阅读材料，把阅读材料的选择权完全交由学生自己，由学生根据自己的兴趣和能力自主选择书籍进行阅读;3.美国小学阅读教学更为注重将阅读方法、阅读策略传授给学生，由学生自己通过阅读理解掌握文章;4对阅读能力偏低的学生及课堂教学组织上，美国教学也尽显所长，正确发挥老师的主导作用，不是填鸭式、单板式教学，通过指导、帮助学生，使其发挥出各自阅读方面的特长。

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