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1.
杜顺涛 《语数外学习(高中版)》2004,(7):107-111
在历年高考英语中，语篇理解始终是一项最重要的考查内容，成为高考英语试题的主题。近年来全国高考英语试题加大了阅读理解的难度。试题选取5篇章，总词汇量均在2200到2400之间，章题材广泛，语句复杂，有一定的生词量，考生需约在40分钟内完成20道题的解答。且许多题把命题点集中在综合理解和推理判断上，一般考生做起题来都感到很难。因此怎样在高中阶段有效培养和提高阅读理解能力，提高考生的英语语言素质和应试能力是广大师生十分关注的问题。 相似文献
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近年来,NMET中阅读理解题目题量较大,分值最多,难度较大,许多考生往往失分于此。如何做好这一题型．是许多考生亟待解决的问题。 相似文献
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周欣 《语数外学习(高中版)》2012,(10):43-43
如何提高学生阅读能力及答题技巧,是英语教师思考的重要课题。本文从细节推理题、词句理解题、推理判断题、归纳概括题和图表理解题五种阅读理解常见题型入手,浅析了初中英语阅读理解的答题技巧。 相似文献
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目前各类英语水平考试中,阅读理解都占有很重要的比例,特别是英语教学和英语考试改革以后,对学习者听说和读写能力有了更高的要求。但从考生的分数来看,阅读理解经常是失分最多的部分,因此在阅读过程中对其题型进行分析并及时总结应对策略是非常有必要的。 相似文献
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周艳 《江西电力职业技术学院学报》2021,34(7):60-61,66
阅读理解占考研英语分数的40％左右,对英语总成绩的影响较大.阅读理解与文章相结合,需要学生充分阅读并厘清文章内容的特性,很多学生虽然作出大量努力,但仍容易在阅读理解中丢分.为此,通过分析考研英语阅读理解的考核目标与内容,分析了主流题型及其答题方法,并提出了几点应对与练习策略,以期为学生阅读理解答题提供参考. 相似文献
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阅读理解是考查语言知识综合运用的试题．它要求考生既能掌握阅读材料的主旨大意,又能掌握说明主旨大意的事实细节：既能理解具体事实,又能理解抽象慨念;既能理解字面意思．又能理解深层含义：既能理解单个句段意义．又能理解通篇逻辑关系。 相似文献
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阅读理解是高考中的一种重要题型,它考查的是学生的综合理解能力．对学生的阅读理解能力和阅读速度都有较高的要求。所以．阅读理解一直是学生失分较多的一个项目,其主要原因有：词汇储备不足、知识面过于狭窄、语法知识严重不足、语言功底过于薄弱。在解决这些问题的基础上,学生还需要掌握一些必要的阅读技巧,即树立作者意识,避免主观臆断,带着问题读文章．理解文章的细节。 相似文献
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一、命题特点1.题材特点:阅读材料原汁原味,体现英文本身的语言特色。从2002年到2005年命题发展趋势看,文章体裁多样,题材各异且突出时代性,内容涉及社会、能源、人文与日常生活等方面。2.语言特点:长、难句逐年增加,通过构词法、猜词法、前后对比分析法,理解短文,达到解题效果。[例1]2004年浙江卷D篇有一句:A lso,itis notuncom m on any m ore to find carpenters with collegedegrees and carpenters with a solid knowledge ofm athem atics,which would enable them to deal withm ore difficulthouse designs.[分析]it为形式主语,真… 相似文献
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周秀娟 《商情·科学教育家》2013,(48)
阅读理解能力的高低,是能否取得英语好成绩的关键.其重要性已被广大英语教师和考生所共同认识.本文主要从高考英语阅读理解常见题型分析和解题技巧两方面阐述. 相似文献
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Performance on a standardized reading comprehension test reflects the number of correct answers readers select from a list of alternate choices, but fails to provide information about how readers cope with the various cognitive demands of the task. The aim of this study was to determine whether three groups of readers: normally achieving (NA), poor comprehenders (CD), with no decoding disability, and reading disabled (RD), poor comprehenders with poor decoding skills, differed in their ability to cope with reading comprehension task demands. Three task variables reflected in the question-answer relations that appear on standardized reading comprehension tests were identified.Passage Independent (PI) question can be answered with reasonable accuracy based on the reader's prior knowledge of the passage content.Inference (INFER) questions required the reader to generate an inference at the local or global test level.Locating (LOCAT) questions require the reader to match the correct answer choice to a detail explicitly stated in the text either verbatim or in paraphrase form. The relations among reader characteristics, cognitive task factors and reading comprehension test scores were analyzed using a structural relations equation with LISREL. It was found that the three reading groups differed with respect to the underlying relationship between their performance on specific question-answer types and their standardized reading comprehension score. For the NA group, a high score on PI was likely to be accompanied by a low score on INFER, whereas in the CD and RD groups, PI and INFER are positively related. The finding of a negative relationship between background knowledge and inference task factors for normally achieving readers suggests that even normal readers may have comprehension difficulties that go undetected on the basis of a standardized scores. This study indicates that current comprehension assessments may not be adequate for assessing specific reading difficulties and that more precise diagnostic tools are needed. 相似文献
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We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available condition when answering open-ended questions than when answering multiple-choice questions. Regarding performance, we repeatedly found an interaction effect between availability and question format: text availability benefited the open-ended but not the multiple-choice format. We concluded that the two availability conditions are useful in assessing different discourse processes. We discuss theoretical and practical implications for the development of models of reading and new ways to assess reading literacy skills that emphasize purposeful reading. 相似文献
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石磊 《中国教育研究与创新》2005,2(11):35-37
阅读在外语学习和教学中占有很重要的地位。然而,有效的阅读策略的缺乏是阻碍非英语专业大学生阅读能力发展的主要因素。因此。本文针对学生在英语阅读学习中出现的诸多问题,分析相关原因,并提出一些能提高学生阅读效率的策略。 相似文献
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汪子入 《辽宁科技学院学报》2010,12(2):62-63
针对现今英语教学改革中出现过于强调听说,忽视阅读教学的现象,认为阅读教学不应受到冷落,反而应该加强,否则将会极大地阻碍学生综合应用语言能力的发展。同时提出了提高英语阅读教学效果的教学对策：1.提高识记单词的能力;2.扩大阅读量,培养英语思维习惯;3.科学地训练阅读技能。 相似文献
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Rune AndreassenIvar Bråten 《Learning and Instruction》2011,21(4):520-537
In this intervention study, teachers tried to implement four instructional principles derived from the literature on research-based, explicit reading comprehension instruction in their fifth-grade classrooms. The principles focused on relevant background knowledge, reading comprehension strategies, reading-group organization, and reading motivation. Results indicated that during a five-month intervention period, students in the intervention group increased their strategic competence and comprehension performance relative to controls. However, no effect was found on reading motivation. The overall pattern of results is explained in relation to the implementation quality of the four instructional principles, with implementation data indicating that the principles of reading-group organization and reading motivation were particularly difficult for the teachers to translate into classroom practice. 相似文献
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严萍 《读与写:教育教学刊》2007,4(8):22-23
缺乏对篇章结构的认识是目前大学英语阅读教学的一个主要问题。由于传统教学偏重对词和句法的讲解,阅读教学缺乏对篇章的宏观处理,因而制约了学生阅读理解水平的提高。篇章结构作为文本重要的内在特征对提高阅读理解的正确性和效率有着积极作用,采用正确的阅读教学策略,传授篇章结构知识,从长远来看可以大幅提高阅读教学的效率。 相似文献
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Although there have been extensive theoretical discussions on the various reading skills needed in academic situations, empirical investigations on this topic are scarce. There is even much less research on the latent structure underlying those skill needs. This study attempts to fill this gap by investigating the perceived factorial structure of academic reading skills and the relative importance of each factor based on questionnaire responses by 221 undergraduates from an English‐medium university in New Zealand. A series of factor analyses and hierarchical model testing revealed that the respondents' perceived needs in academic reading consisted of five distinguishable subdomains, which could be further divided into non‐expeditious reading and expeditious reading. It was also found that the subdomain of textbase comprehension (e.g., understanding explicit details and main ideas) was needed significantly more than other subdomains, although all subdomains were reported to be needed more than half of the time. These findings not only support previous major theoretical discussions about reading types from a novel perspective (i.e., students' perceived needs) but also help specify the skill areas that academic reading curricula and assessments may need to cover and prioritise. 相似文献
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方英姿 《和田师范专科学校学报》2005,25(5):195-196
本文作者以2003年入学的80名计算机专业新生为对象,采用准实验法,分析研究了在英语阅读课上合作学习策略的采纳对提高学生阅读能力的有效性.本项研究结果表明:同传统课堂教学比较,该策略能有效提高学生的阅读能力. 相似文献
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This study aims to investigate a construct of reading comprehension of geometry proof (RCGP). The research aims to investigate (a) the facets composing RCGP, and (b) the structure of these facets. Firstly, we conceptualize this construct with relevant literature and on the basis of the discrimination between the logical and the epistemic meanings of an argument, then assemble the content of RCGP from literature and propose a hypothetical model of RCGP. Secondly, mathematicians and mathematics teachers are interviewed for their ideas on reading mathematical proof in order to enrich the content of RCGP. Adapting the phases of reading comprehension in language, the content of RCGP is classified into six facets. Lastly, these facets are structured using the hypothetical model and then justified by students’ performance in the facets of RCGP using the multidimensional scaling method. The results sustain that the structure of facets can be characterized by this conceptualized model. 相似文献
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英语教学侧重培养学生的阅读能力,而阅读教学是培养学生阅读能力的主要途径。本文通过对英语阅读能力的分析及阅读教学中普遍存在的误区的剖析,详述语篇教学以及怎样实施语篇教学的步骤。在此基础上,阐述了提高阅读速度的方法和培养阅读能力的技巧。 相似文献