摘要
本文以两节高中英语"读说结合型"的阅读同课异构课为例,对比分析两位教师读前、读中和读后教学设计的整体设计效果,并从核心主线、语言构建、语篇思维等不同维度分析凸显"读说型"阅读课的系统性和关联性优化设计,从而探究在"读说型"阅读课中培养学生的读说能力、文化品格和思维能力的有效策略。
This paper takes two heterogeneous English classes of the senior high 'Reading and Speaking' reading design as an example to compare and analyze two teachers' overall design effects, including analysis of pre-reading, while-reading and after-reading, and also to highlight the systematicness and relatedness of the optimal design for the 'Reading and Speaking' lesson through different dimensions: the core main subject, language construction and discourse thinking. The purpose of this paper is to explore effective strategies for developing students' reading and speaking ability, cultural awareness and critical characters in the 'Reading and Speaking' reading lesson.
出处
《基础外语教育》
2017年第2期76-84,共9页
Basic Foreign Language Education
基金
广东省教育科学规划教育信息技术研究专项课题教学创新专题(课题编号:15JXN007)的研究成果之一
