谢茜 曾小涵
1. （四川省泸州市泸县二中城西学校 四川 泸州646100）
2.（四川省泸州市泸县二中城西学校 四川 泸州646100）
摘要 随着经济全球化的迅速发展和中国国际化步伐的加快，人们对于英语这门国际性语言的需求越来越高。以学生发展为本的新一轮基础教育课程改革推动着课程教学的改革和学生学习方式的改变。受中国教育大环境的影响，国内初中生缺乏阅读意识和阅读策略，再加上以教师为中心的传统观念和部分教师素质跟不上时代变化的因素影响下，学生自主阅读能力普遍较差。为使用有效的阅读策略，提高学生自主学习的能力，教师在课程设计和实施方面应该充分考虑学生个性和潜能的发展。
本文在知识经济及经济全球化的背景下，审视初中英语阅读教学。初中英语教学不仅要提高学生的语言能力，更应该要培养他们的自主学习能力。自主学习强调学习者管理自身学习，积极自主地制定学习计划，形成学习策略，进而高效地完成学习目标。自主学习型课堂可改善传统教学中学生的被动局面。自主学习的理论在国外已经有较为体系的理论成果和广泛的社会实践。虽然在国内也引起广泛的关注和探讨，但在国内教学实践中的运用效果还不够显著，在英语阅读教学领域实践效果差强人意。
本文先阐述了国内新课程标准改革后对学生自主学习能力的要求以及国内外对于自主学习能力研究现状。在介绍了自主学习和阅读的相关理论后，分析了自主学习和英语阅读的关系。结合自主学习理论、阅读教学理论,提出应该在初中英语阅读教学中培养学生的自主学习能力。教师在课程设计和实施方面应该充分考虑学生个性和潜能的发展,考虑如何创建有利于优化学生的教学和学习方式,从而帮助学生形成有效的阅读策略,提高自主学习的能力。
关键词：自主学习 阅读教学 学习策略
How to Improve Junior High School Students' Autonomous Learning Ability Through Reading
Abstract
With the rapid development of economic globalization and the acceleration of Chinese internationalization, the demand for English as an international language is increasing in China. The new round of basic education curriculum reform based on students' development promotes the reform of teaching and the change of students' learning style. Influenced by China's educational environment, Chinese junior high school students lack reading awareness and reading strategies. In addition, under the traditional concept of teacher-centered and the fact that some teachers' quality can not keep up with the changes of the times, students' autonomous reading ability is generally poor. In order to use effective reading strategies and improve students' autonomous learning ability, teachers should fully consider the development of students' personality and potential in curriculum design and implementation.
This article is a review of junior middle school English reading teaching in the context of knowledge economy and economic globalization. English teaching in junior middle school should not only improve students' language ability, but also cultivate their autonomous learning ability. Autonomous learning emphasizes that learners manage their own learning which means that learners should actively and independently formulate learning plans, forming learning strategies, and then effectively achieve learning goals. Autonomous learning classroom can improve the passive situation of students in traditional teaching. The theory of autonomous learning has already had systematic theoretical achievements and extensive social practice in foreign countries. Although it has also attracted wide attention and discussion in China, the application effect in domestic teaching practice is not significant enough, and the practice effect in the field of English reading teaching is unsatisfactory.
This study first expounds the requirements of students' autonomous learning ability after the reform of the new curriculum standards in China. Then the study analyzes the relationship between English reading and autonomous learning ability. Combining the theory of autonomous learning and the theory of reading teaching, it is suggested that students should develop their autonomous learning ability in junior high school English reading teaching. Teachers should fully consider the development of students' personality and potential in curriculum design and implementation, and consider how to create teaching and learning that is conducive to optimizing students.
Keywords: Autonomous Learning ; Teaching Reading ; Learning Strategy
How to Improve Junior High School Students' Autonomous Learning Ability Through Reading
1.Research Procedures
Firstly, the teachers need to know the original autonomous learning ability of both class based on the questionnaires. During the teaching process it will always be the same teacher, and the examination paper is designed by the same professors. The specific operation is as follows:
After explaining all the plans to the experimental class, the teacher emphasizes the importance of autonomous learning, and implement the training plan.Although the significance of autonomous learning should be emphasized to the control class and autonomous learning should be encouraged, the content of the plan should not be disclosed to them
2.Data Collection and Analysis
After the final examination, the autonomous learning ability of the experimental class and the control class was measured again, and the experimental results were analyzed.
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From the table above, it can be seen that the English scores of the experimental class are significantly better than those of the control class, and the highest scores of the control class are increased by 5 points, while the highest scores of the control class are only increased by 3 points. The lowest score of the experimental class increased by 20 points, while the lowest score of the control class increased by 9 points, the average score of the experimental class increased by 3 points, while the average score of the control class increased by only 2 points, and the excellent rate of the experimental class increased by 10 points, while the excellent rate of the control class only increased by 7 points, the passing rate of the experimental class increased by 6 points, while the passing rate of the control class only increased by 4 points. From the examination results, stimulating junior school students 'English learning motivation and cultivating their learning strategies are conducive to improving students' English performance.
3.The strategies of students’ autonomous learning ability through reading
3.1 Cultivating students' self-consciousness and self-confidence
First，teachers should teach students to prepare for reading.
Teachers should cultivate students' habit of preparing before reading. For example before reading training, the teacher can arrange homework about the background of the article and introduce the writing style of the essay. Over time, students will become accustomed to prepare for the text before in advance.
Second teachers should guide students to use stored knowledge rationally.
Teachers should guide and encourage students to accumulate all kinds of knowledge. Students with a large amount of social and cultural knowledge will be more calm in the face of unfamiliar reading articles. For example, a student who never dabbles in science must be confused when suddenly confronted with a latest biology science article. Students' knowledge comes from two basic channels: personal experience and indirect information. Therefore, teachers should not only focus on the content required by textbooks and syllabus, but also properly select the cultural background knowledge related to the content of texts to introduce to students, so that they can store all kinds of knowledge as much as possible.
At the same time, teachers should cultivate students' ability to use knowledge. Because for students, if they only store a lot of knowledge, but do not know how to use the messy knowledge in the reading process, the stored knowledge is meaningless and it will also damage students' reading confidence. Therefore, it becomes extremely important to train students to use their existing knowledge.
Thirdly teachers should select the articles with moderate difficulty for training.
In English reading training, it is very important to select reading materials that are suitable for students' English proficiency. Too difficult reading materials will make students feel bored and depressed, which will seriously undermine students' reading self-confidence. And it is also easy for students to form the bad reading habit of stopping to look through queries whenever they encounter difficult words. Simple reading materials will make students lose their attention and interest gradually. They will have blind self-confidence at the same time, which is not conducive to students to develop good reading habits. Therefore, teachers need to choose appropriate difficult articles for reading training. If most students can browse 80 to 100 words per minute, then teachers should choose articles with a length of 300 to 400 words with a super-syllabus vocabulary of 6 to 10 words for training. For students who are weak than other students, teachers can choose articles with shorter length and fewer super-syllabus vocabulary to them. When their reading level has been improved,this part of the students are allowed to participate in the reading training of most students. Reading articles with suitable difficulty will make students able to understand the meaning of the article, but can also gradually improve their reading level. In a word, choosing suitable reading articles according to students' level is the key to further enhance students' self-confidence in English reading.
In cultivating students' self-confidence, teachers should bear in mind that they can’t be too eager to achieve success, because reading is a process of judgment, reasoning, induction and summary. Therefore, cultivating good reading habits and building self-confidence in reading can not be completed overnight. He needs a long-term learning process and teachers' gradual guidance. While gradually building up self-confidence in reading, students' self-consciousness is awakened and developed.
3.2 Cultivating students’ autonomous learning ability
Creating an English reading environment can start from three aspects:
First, the campus environment is the main place where students contact with English. English teachers should try their best to use English in class. English corner can also be set up in the class. In this English corner, there are English storybooks, English newspapers and magazines, and English proverbs, slogans are posted on blackboard newspapers, too. Schools can set up English interest groups to organize students to enjoy or learn English songs, or watch and listen to English channel programs.
Second family environment can also create an English learning atmosphere for students. After all, the time for students to learn English in school is limited. Without English classes, it is difficult for them to get in touch with situations related to English and the knowledge they have learned can hardly be used. Therefore, it is very helpful to create a family environment for English reading to improve students’ interest in English learning. Teachers can use parent meetings, individual connections and other forms to get parents' cooperation. Helping parents correctly understand the importance of extracurricular reading can encourage parents to guide their children to become partners of students' extracurricular reading.
Third, the network environment is time-saving, intuitive and informative which can provide a more convenient English learning environment. It can provide students with a broad reading platform to meet their reading desire. Teachers can recommend some websites suitable for junior high school students, and encourage students to learn English mottos, epigrams, humorous essays online, so that students can contact the English through various channels.
3.3 Developing students' reading strategies
The reading strategies we mean here are reading cognitive strategies, including skimming, scanning, predicting, guessing, guessing the meaning of the words, finding the theme sentence of the words, finding the key sentence and so on.
Skimming, also known as skipping or browsing, is a very practical fast reading skill. Skimming refers to the method of reading articles that get the general idea of their contents quickly . Skimming requires the readers to selective the reading content, skipping some details in and grasping the general idea of the article, thus speeding up the reading speed. For example, in the first semester of ninth grade, Chapter 2 I think the mooncakes are delicious, before entering intensive reading class, students are asked to use skimming strategy to answer the following question: what is the story about reading?
Like skimming, scanning is also a fast reading method that searches for a specific fact or information from complex reading materials, such as person, event, time, place, number and so on, while omitting other unrelated parts. It is different from skimming, when skimming, the reader knows nothing about the material beforehand, and the scanning is carried out under the condition that the reader knows something about the material. Scanning has a clear purpose. For example, in the first semester of ninth grade, Unit 3 Could you please tell me where the restrooms are, before entering intensive reading class, students are asked to use scanning strategy to answer the following questions: Why did Alice not want to go on the new ride?How did she feel after the ride?
Predicting refers to using certain methods and rules to estimate future events. Prediction in English reading refers to guessing and speculation - the process of reading is a positive process of guessing, which can be confirmed or negated with the continuation of reading. Students make judgments about the content and form of the article according to the title and own knowledge. Students connect their life experience and background knowledge in their brains with the content and form of the article. They anticipate possible situations, and sketch out the basic outline of the development of things in the future, so as to understand the article more deeply. Using predictive strategies, students' attention will be continuously attracted and their judgment will be strengthened during the cycle of guessing, validating and re-guessing. This will not only promote students' reading comprehension, but also help students understand how an article is developed step by step from hypothesis. Therefore, learning prediction strategies not only aim at improving reading comprehension, but also exert a subtle influence on how students choose materials and layout in their writing process. If reading an article entitled "An Accidental Invention", in Unit 6, students should guess that the genre of the article is the exposition, and the content is the invention of something.
Guessing meaning of the words mainly refers to students' ability to understand words or phrases through the context. Using context to guess the meaning of words is a basic method of reading comprehension, and also a method of learning vocabulary. This method can improve the reading speed and avoid the habit of relying on dictionaries.
3.4 Self-evaluation and supervision
Students' self-evaluation should include the following aspects:
First teachers should pay attention to students’ reading attitude. The main factors affecting the reading effect are students' reading attitude. Positive reading attitude are helpful for readers to constantly adjust and improve their reading behavior and lay a psychological foundation for in-depth reading. Therefore, whether students actively participate in reading activities partly depends on their reading attitude and evaluation ability. The attitude of junior high school students towards objective things has a direct impact on their behaviors. Therefore, timely understanding of students' English reading attitudes and timely change the teaching content based on students attitudes can produce better teaching results.
After defining the reading goal, we should choose the suitable reading method according to the goal. Good reading method can achieve good reading effect. Teachers can give different reading instructions according to students' different English learning situations. For example, students who are used to recording can be instructed to take notes. Taking reading notes can improve students' reading ability, accumulate knowledge and form good reading habits. Reading notes not only record the title and author of the book, but also what they think when they read. In this way, students can combine the ability of self-reading with the ability of written expression. For students who like to create and imagine, teachers can give full play to their imagination and let these students continue to write stories . This can greatly enhance students' self-confidence and help them get a sense of achievement and satisfaction in reading.
Thirdly teachers should help students to monitor their reading process. Self-assessment of reading process is a self-reflection and evaluation of reading strategies and methods. Students' evaluation of the reading process can cultivate students' ability of self-control, self-regulation and their subjective consciousness. Teachers can require students to ask themselves after reading an article with questions like, "What is the main content of this article? Do I understand it?" "Did I accomplish my reading goals?" "What reading strategies have I applied?" ,etc. Let the students review their reading process every week and find out their achievements and shortcomings in the reading process, so that the teachers can put forward improvement measures. When reviewing reading records, teachers can comment on some personality problems, instructing students to solve themselves, and help students with some common problems through collective guidance.
The self-evaluation of the effect of class can effectively improve students' autonomous learning ability. After class, students can make some after-school reflections to help them understand the learning situation of this class. For example, students can ask themselves the following questions like whether they understand this lesson; Whether can they keep up with the pace of the teacher in the class; whether the classroom exercises are all understood, and whether the key points of this lesson are mastered, etc. Through this kind of self-reflection and self-exploration, students will have a deeper understanding of their classroom effects, and classroom performance will be improved accordingly.
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