【作者】 陈丽华；

【导师】 朱卫红；

【作者基本信息】 华中师范大学 ， 学科教学， 2007， 硕士

【摘要】 当前，新课程标准对高中英语课外阅读量作了详细规定：课外阅读量六级要求达到18万词以上，七级23万词以上，八级30万词以上，九级更是要求能阅读英文报刊、英文原著等等。可见，新课标对高中生英语阅读水平提出了很高的要求。然而在这种要求背景下，目前高中学生阅读状况不容乐观，普遍存在阅读量不足、阅读能力不高、理解能力不强的问题。为了发现具体问题所在，笔者设计了调查问卷和测试，在自己所任教的高三两个班进行了调查。通过调查分析，找出了学生阅读中带有共性的一些问题，并归纳为“三大障碍”和“三个缺乏”，即生词障碍、语法障碍、理解障碍，以及缺乏阅读广度、缺乏正确的阅读方法、缺乏阅读兴趣。由此，笔者认为对高中学生英语阅读能力的提高和培养迫在眉睫。为了解决这些问题，笔者作出了指导性课外阅读的设想。课外阅读的重要性已为大多数英语教师所认可。高中英语大纲明确指出：“要提高学生阅读能力，单纯通过教科书中的课文教学是不够的，还要根据学生的具体情况，有计划地指导学生在课外阅读一定数量的读物。”然而，在实际操作中，学生的课外阅读存在两大问题。第一，由于课外阅读对于学生应试能力的提高没有直接效果，学生普遍缺乏进行课外阅读的动力。这种情况在高三英语学习阶段尤为突出。第二，多数情况下，学生的课外阅读缺乏老师的指导，在方法、选材等多方面存在盲目性，因而降低了学生的课外阅读积极性。笔者正是想对学生进行课外阅读指导，让他们的课外阅读不仅目的明确，而且能有效提高他们的应试能力。本文就如何在教师的指导下进行课外阅读进行了探讨。笔者从阅读方法、阅读范围、如何处理阅读中遇到的问题以及教改等方面作了较为具体的论述，详细阐述了教师指导学生阅读中语法障碍、材料的选择、阅读习惯及生词问题，还结合实际进行了教学实验。实验在笔者所在中学(宜城市第一高级中学)高三两个班进行。由于高三学生几乎没有课外自由支配的时间，因此在本实验中，笔者让学生做的是课外内容的阅读，但在课堂上进行。实验中，教师对实验班的课外阅读进行了指导，而对照班虽然也进行了课外阅读，但没有教师指导。实验结果表明，通过切实加强对学生课外阅读的指导，实验班学生在阅读能力的提高、高考成绩提升幅度、以及阅读兴趣等方面明显高于对照班，取得了较好的效果。从实验结果中，笔者得到启示，要想提高高中生英语阅读能力，必须让学生进行大量的课外阅读。而有指导性的英语课外阅读不仅能保证学生的阅读量，增强学生的阅读兴趣，而且能够有效提高高考英语阅读成绩。更多还原

【Abstract】 The New Curriculum Standard has made clear requirements about middle school students’ English reading ability. Senior high students are expected to grasp a vocabulary between 180,000 to 300,000 words, and to be able to read English newspapers, magazines and literary works in the original. However, generally speaking, Senior high students’ English reading ability does not meet the high requirements of the New Curriculum Standard. In order to locate the specific problems in senior high students’ reading, the present author makes a survey through questionnaire and tests. The results of the survey show that students generally have problems in vocabulary, grammar, comprehension and the range of their reading. They generally lack effective reading skills and interest in English reading. Therefore, the present author concludes that it is urgent that we should help students improve their English reading ability.To combat the aforementioned problems, the present author proposes that students should be guided in their extra-curricular English reading. The importance of extra-curricular reading has long been acknowledged by English teachers. The Syllabus for Senior English Teaching (issued by the Ministry of Education) designates that, to improve their English reading ability, students should do extensive guided extra-curricular English reading. Nevertheless, two problems exist in practice. First, students generally lack motivation to do extra-curricular reading, for it does not often have immediate effect on the improvement of their testing skills. Second, students feel at a loss in the reading skills and choice of extra-curricular reading materials, without the proper guidance by their teachers. To solve these problems, the present author intends to give students guided extra-curricular reading so that students have clear purposes in their reading and their testing skills can be improved significantly.In this thesis, the present author discusses the common problems in senior high students’ English reading and proposes ways in which teachers can guide students in their extra-curricular teaching. To verify the feasibility of her hypothesis, the present author carried out an experiment in two senior three classes in her middle school, Yicheng No.1 Middle School. During the experiment, she guided the students of the experiment class in such aspects as their reading skills and choice of reading materials, while the control class also did extra-curricular reading, but without the teacher’s guidance. The results of the experiment demonstrate that the experiment class who have been guided in their extra-curricular reading improve in their reading ability, testing skills for College Entrance Examination and interest in English reading significantly better than the control class.Based on such results, the present author concludes that senior high students must do extensive extra-curricular reading to improve their reading ability, and that guided extra-curricular reading can enlarge their reading, and help them develop interest in English reading and get higher scores in English reading of the College Entrance Examination.更多还原