谈初三英语复习中阅读能力的提高

谈初三英语复习中阅读能力的提高

南京市江宁区谷里中学王守花

【摘要】本文作者从阅读的重要性、阅读的方法和阅读的基础知识等方面入手，使学生在初三复习中一边进行基础知识的复习，一边提高自己的阅读技能，以便能在中考中取得好的成绩，并能为以后的学习打下扎实的基础。

【关键词】阅读能力、读速、快速阅读、略读、阅读方法

人类已进入知识经济时代，信息将是主角。未来的教育是一种国际化的教育，外语作为工具学科将会得到普遍加强，尤其是在中国加入WTO之后。因此中学英语教学就承担了为培养高素质的外语人才打基础的重任。学习语言的最终目的在于应用，而以单元出现的新教材重点就在于培养学生初步具有应用语言的能力。语言的应用能力包含多个方面：口头交际能力、书面表达能力以及阅读能力等等。

在初三英语复习过程中，阅读训练可谓重中之重，其效率的高低在很大程度上决定着整个复习的成败，原因主要有两个：一是阅读能力的培养是我国基础教育阶段英语教学的重要目的之一；二是阅读理解试题在中考中所占比重逐步加大。阅读量的不断增加意味着阅读速度的要求越来越高。从以下《试用大纲》和《修订大纲》的比较中，我们也可以看出《修订大纲》对读的要求提高了。

阅读的目的是理解作者用文字表达的思想，获取信息。一个人的阅读能力的高低决定了他能否快速高效吸收有用的信息。阅读能力一般指阅读速度和理解能力两个方面。一般来讲，阅读水平的高低取决于学生阅读基础的强弱。阅读基础主要指：（1）词汇量和语法知识；（2）相关的语言文化背景知识；（3）正确的阅读方法和技巧。

一．过词汇关

词汇能力在基础教育阶段最为重要，它是阅读训练的前提条件。学生词汇量不达标是当前阅读训练效率低的主要原因之一。因为只有当学生具备了相当的词汇量，才能从对词汇辨认等基本技巧提高到对抽象概念等高级技巧的掌握上，才能利用背景知识和必要的上下文线索来实现意义构建。

如何在短时间里使词汇达标呢？我们可以在第一轮复习中，使用“拉网”式方式，引导学生有目的、有计划地把考试说明附录中的词汇过一遍；用不同的符号标记每一个单词，并针对实际情况，有计划、有重点地进行复习：已掌握的熟词无须再多花时间；半熟词需加强记忆，应是记忆的首选目标；尚未掌握的生词，最后再去攻克。

二．充实自己，增加相关语言文化背景知识

鼓励学生，平时应象海绵一样，不断地汲取知识，扩大自己的知识面，开阔自己的视野，不能“两耳不闻窗外事，一心只读圣贤书”。只有这样，在阅读中才会处理冗余信息，具备快速捕捉有效信息和综合利用信息的能力。随着阅读量的不断增加，语篇加长，信息量也随之增多，必然会出现更多冗余信息，从而形成良性循环。

三．方法得当

学生开始阅读时，往往读速慢，理解能力较差，而理解能力是阅读能力的重要方面，可分为4个层次：表层理解（Literal

comprehension）——懂得文章字面的信息，这为前提，这得提高词汇量；深层理解（inferential comprehension）——清楚地理解作者的言外之意；批判性/评价性理解（critical comprehension）——对作者表达的内容说出自己的看法；创造性理解（creative comprehension）——从阅读一篇文章后得出新的观点。根据语言学家的观点，“教师训练学生的阅读技巧，必须利用非直观信息提供的线索，快速阅读，有选择地阅读。”所谓非直观信息是指读者对文章所有语言的结构和词汇的了解（已存储在读者记忆中的），对所读文章的主题的了解。

（一）主要的阅读技巧

1．预测（prediction）

从标题预测文章的大致内容以及可能涉及到的词汇，然后阅读第一、二段，以验证或及时纠正对文章的预测。

同时抓住主题句（topic sentence）、关键词（key words），更好地从整体上理解文章。

2．略读(skimming)

快速浏览全文，领会文章大意，发现作者的观点和意图，掌握篇章结构进而抓住文章的中心意思（central idea），尤其注意首尾两段和每段首尾两句，它们往往是topic sentence in conclusion。另外，如果文中有图表或副标题，也应注意，它们会提供暗示，帮助读者理解。

3．寻读(scanning)

在浏览全文的基础上进行寻读，以回答个别细节问题。

4．通过上下文识别词义，即猜词技巧

一般可从上下文的同义词、反义词获知词义；也可从语境中猜出词义，还可根据词的结构和构词法常识（如词根、词干、前缀、后缀）判别词义。

（二）阅读的具体方法

1．快速阅读

在教学中，我们常常根据不同文章的体裁，引导学生理解作者的写作意图，即文章的主旨，理清作者思路，学会概括中心，并加以恰当的评价。同时指导学生进行三步阅读，帮助学生找关键段、关键句和关键词，也就是教会学生快速阅读。快速阅读是培养学生学会抓文章的要点，理解文章的逻辑关系，吸取有效信息，略去与主题无关的信息，以使学生将注意力集中到文章的整篇内容上，尽可能地掌握文章的中心内容，教会学生注意文章的首尾段落和每一小节的第一句话，并逐步过渡到借助于词典、自己阅读的关键步骤。培养学生快速阅读必须提出两个限制要求：（1）时间限制。时间要规定到分甚至秒。当然，要以文章的形式、难易程度及学生的基础而定。总之，一开始就这样做，并坚持下去，必定会有成效。（2）方法限制。不出声，虽然读，不是逐字逐字地读，而是逐句甚至逐段地读，并注意文章中字里行间的意义，把信息捕捉点落在中心大意上。

2．适时适量地进行阅读训练，提高学生的阅读能力

阅读能力包括两个方面的能力，即阅读速度和理解的准确度。阅读训练的主要目的就是以最快的速度进行阅读，并达到较高的理解准确度。

在第一轮复习中，可降低读速要求，追求较高的理解准确度，适当穿插一些词汇知识、复杂的语法结构、对语篇结构的分析和讲解，侧重为第二阶段打牢阅读基础。

在第二轮复习中，在学生具备了一定的阅读基础之后，提高读速要求，同时也要保证不低于75%的理解准确度。

在第三阶段（中考前夕），抓阅读速度和理解准确度。有了前面的基础，完成这个阶段的任务就水到渠成了。

3．具体题型，具体方法

目前中考考查阅读的题型为阅读理解、完型填空和短文首字母填空。

（1）做阅读理解时，指导学生把握住五个“W”(Who, What, When, Where, Why)和一个“H”(How)。

（2）做完型填空和短文首字母填空时，指导学生从以下几点去分析：从语法角度分析，确定词型、词性、时态等；

从联系上下文角度分析，有的答案可以从上下文得到暗示；从习惯用法的角度来分析，有些用法就是惯用法；

通过翻译来确定空格处所缺的词的词义。

四．良好的心理素质是培养高效阅读能力的必备条件。作为老师，适时地增加学生的阅读量，有机地把课外阅读和课堂上采用电教手段的阅读教学结合起来，不仅可以扩大学生的阅读量、巩固和扩大词汇、丰富语言知识、提高运用语言的能力、训练思维能力、理解能力、概括能力与判断能力，也可以增加学生学习英语的兴趣，从课外阅读中获得成功感。

参考文献：

Francoise Grellet Developing Reading Skills, Cambridge University Press, 1981

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