提高初中英語閱讀講評的有效性

李靜東

近年來中考英語閱讀類的分值占60分，包括語法選擇、完型填空、閱讀理解等題型，幾乎占總分的50%。不少學生在閱讀類題型中失分較多，英語不合格的考生近60%都是因為閱讀部分不過關。針對此情況，我們開展了“初中英語閱讀講評課的有效性”課題研究，從課堂上提高閱讀題講評的有效性入手，爭取大面積提高學生的閱讀理解能力。

一、理論依據

有效講評閱讀理解是指通過講評，促使學生鞏固和加深所學的語言及背景知識，培養閱讀的策略和技巧；挖掘文本中的人文內涵，拓展學生的文化視野，激活積極情感，激發閱讀興趣，進一步提高語篇理解和欣賞能力，以達到開闊視野、發展思維和靈活運用知識的目的。

閱讀講評往往以獲取信息和學習語言知識為目的，學生不僅要明白文章的大意，還要了解文章的表達方式。因而教師要指導學生根據不同的文體、閱讀目的采用相應的閱讀方法、速度和策略進行閱讀。

二、提高閱讀理解講評有效性的對策

1. 教授學生解決問題的思路和技能

從語言知識入手，閱讀文章還需要掌握一定的語言知識（詞匯、語法和固定搭配等）。許多學生的語言基礎知識并不扎實，詞匯和語法知識積累不足，尤其沒有理解和掌握一些常見詞匯、句型和句式結構的慣用法，所以碰到閱讀文本中的一些長句，無法辨明其結構是什么，導致無法理解其正確的含義，這些問題嚴重影響他們的理解和判斷。在分析解題方法時，教師可引導學生從語言知識著手，和學生一起分析常用詞匯、句型等用法，如形容詞、副詞比較級、最高級用法，動詞時態、語態用法，簡單句和復合句的用法等，以此來幫助他們進行解答。如下完形填空。

When Jim was 12，his parents died. He was alone and it was difficult for him to get on well with others. People always laughed1him. He thought no one was kind to him.

His only friend was a dog called Nicky. He gave his dog enough 2 and drink，but sometimes he was not friendly to it. He didnt know that3something unfriendly sometimes could cut ones heart like a knife.

One day he walked down the street 4saw a young lady in front of him. Suddenly one of her bags dropped from her arm. As she stopped to pick it up，she dropped5bags. He came to help her. “Thank you，dear！ You are a nice little boy！” She said kindly，smiling.

A special feeling came to him. It was the first time that he had heard such kind words. He watched6lady until she went far away，and then he went to the river nearby with his dog. “Thank you，dear！ You are a nice boy！” He7what the woman said. Then in a low voice he said to his dog，“You are a nice little dog.” Nicky raised its ears as if it understood. “Hmm！ Even a dog likes it！” he said. “Well，Nicky，I wont say anything unfriendly to you anymore.” Nicky waved its tail happily. The boy thought and thought. Finally he looked at8in the water of the river. He saw a dirty boy. He washed his face carefully. Again he looked. He saw a clean nice boy this time.9happy and excited he was！ From then on，Jim started a new life. He was10than before.

1.A.of B.at C.with D.for

2.A.eat B.eating C.eats D.to eat

3.A.say B.saying C.said D.says

4.A.but B.or C.and D.so

5.A.another B.other C.others D.the others

6.A.a B.an C.the D./

7.A.repeat B.repeats C.repeatingD.repeated

8.A.he B.his C.him D.himself

9.A.How B.What C.Why D.Who

10.A.happy B.happier C.happily D.more happily

教師應引導學生注意，1. 選B，laugh at是固定搭配。2. 選D，enough+to do sth. 3. 選B，動名詞做主語。4. 選C，并列關系的兩個動詞。5. 因后面是名詞bag，所以要選B，形容詞other. 6. 特指的人用定冠詞，選C. 7. 是用過去式，選D. 8. 是look at himself的搭配，選D. 9. 是感嘆句，后接形容詞，所以用How，選A.10. 是比較級，因為有than的出現，選B.

2. 提高語篇意識

外語的理解能力依賴于學習者的語篇理解能力，而不是理解單個句子的能力。教師要教會學生通過分析文章的組織結構，句子之間、段落之間的銜接及關聯，進一步理解詞匯、句子、段落的作用，從而把握文章的主題，更深層次理解文章。

1. If a person leans his head and smiles，it may mean he is being ______.

A.sad B.angry C.nervous D.funny

2. What will a person do if he is feeling comfortable？

A.Lower the head. B.Cross the legs when sitting.

C.Brush the hair back. D.Push glasses up onto the nose.

3. What is the meaning of the underlined word “distance” in the passage？

A.Space. B.Coutage. C.Silence. D.Advice.

4. When a person keeps his feet close together all the time，he may be ______.

A.bored B.cheerful C.helpful D.careful

5. Which of the following can NOT show a persons disagreement？

A.Crossing his arms. B.Leaning his head.

C.Using his fingers to brush his hair back.

D.Pushing his glasses up onto his nose with a little frown.

可通過講評引導學生抓住關鍵詞，從上下文的閱讀中找到答案。1. 在表格中第一行“If a person smiles when leaning his head，he is being funny.”推出答案D. 2. 從表中第三行“If a person is sitting and crossing his legs，he is quite relaxed.”選出B. 3. 從表中第二行“If a person keeps his head down，he may be shy，keeping distance from the other person or thinking to himself. If it is after an explanation（解釋），then he may be unsure if what he said was correct.”得出A. 4. 從表中4-5行“If while standing，a person seems to always keep his feet very close together，it probably means he is trying to be right in some way.”選出D. 5. 用排除法，從表中倒數的1-3行中得出A、C、D的答案，不是的那個就是B.

3. 想方設法引導學生積極參與課堂講評

投票決定講評法。教師可以在試卷講評前發一張錯題統計表給學生，讓學生寫下自己閱讀部分錯的題目和選項。老師收到錯題統計表后進行統計，對于錯誤率很高的又是重點內容的，老師要在課堂上著重精講細講。對于個別錯誤，也可以采取個別指導的方法。就不必在課堂上進行大規模的講評。如我讓學生把自己錯的或不懂的題目統計表貼在自己的試卷上，在訂正后，給老師批閱時再對他們進行單獨講評。

自我糾正講評法。教師批閱完試卷后發回給學生，讓學生進行前期的自主學習，自己先思考錯誤，為什么錯，正確答案可能是什么。教師可以在批閱試卷時給學生圈畫出一些解題的關鍵，或者錯誤所在，如名詞的單復數，句子的時間狀語，形容詞和副詞的比較級、最高級等等。這樣給學生一定的提示，就避免了學生因害怕困難而畏縮的思想。

學生老師講評法。初二、初三的學生已經掌握了一定解題方法，具備了一定的講評能力，所以教師可以嘗試讓學生自己講評閱讀部分。在講評前把任務提前布置給某些學生，讓他們準備上課講評。學生會講的、講得很好的要給予及時的鼓勵和表揚。對于講解不充分的，教師可以請其他同學進行補充講解。對于學生不會講的內容，教師可以協助講評，給學生一些提示，再讓他們講下去。

4. 精心設計變式拓展訓練

閱讀講評課后教師要善于對閱讀材料進行合理的開發、整合，利用現有材料重新設計相關題目，讓學生重新處理信息，提升閱讀能力。同時教師要對自己的教學方法和教學內容進行反思，特別是對學生易錯的、掌握還不是很熟練的知識點，要反思自己是否講漏，是否講透，要根據講評的重難點以及學生答題的易錯點再變換角度設問、設疑或設題，設定一定分量的練習讓學生在課堂上做，或有意識地放在平時的講練中，或有計劃地安排在下一次考試中，以便起到鞏固與強化的作用。

三、結束語

大量國內外的實驗表明，只有課內外閱讀材料相結合，學生的閱讀能力才能達到質的飛躍，既能有利于提高學生的語言水平，又能豐富學生的背景知識，有助于語感和策略的培養，兩者互為補充，最終促進閱讀能力的提升。在堂上閱讀講評后，再讓學生隨堂或課后閱讀語言難度、話題和體裁相近的文章，加深學生的理解，鞏固課堂所學的知識和技能。

責任編輯魏文琦