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想要在托福阅读中取得好成绩,除了考生本身的英语基础外,做题方法更是起到了不可小觑的作用。本期,本刊专栏作者孟家峰从分析托福阅读题型入手,为你详细解答各类型阅读题的做题策略,希望能对各位即将参加托福考试的考生有所帮助。 相似文献
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"读"是外语学习中获得信息的一种手段,也是外语学习者必须掌握的基本技能,因此在各类考试中阅读题必不可少。目前常见的各种英语语言测试中,如大学英语四、六级,托福,雅思等,阅读理解(Reading comprehension)部分均占整个考试内容很大的比例,是考试得分的关键,也是考试成功的关键。本文探讨了如何做好阅读理解题。 相似文献
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托福阅读是整个托福考试的最后一个部分,总时间为55分钟,总分67分.考生需要在这段有限的时间内完成5篇文章的阅读和50道题:可见ETS对考生的阅读速度要求很高:但是仅仅只有速度却是远远不够的,要想在这部分拿到不低于60的分数,就必须在55分钟内答题正确率达到88%以上。那么怎样才能在考场上做到快速有效的阅读呢?答案只有一个,那就是在考场外的功夫一定要扎实。 相似文献
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一、课外阅读在英语教学中的意义
阅读是人们获取信息的一种重要途径,也是人类社会文化交流的一种重要形式。因此。提高中学生的阅读能力是中学英语教学的一个主要目标和要求。英语阅读理解是考查和测试学生英语能力的一种主要形式.各级各类英语测试中阅读理解的题量逐年增多、知识面逐年拓宽、难度逐年增大。 相似文献
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邓晓明 《湖南科技学院学报》2014,(12)
英语阅读在外语教学和测试中必不可少,阅读测试项目在期末考、高考、四级及托福等各级英语考试中占很大比例的分值,题型测试方式也不断得到完善。根据交际性测试的理论、原则和特点,作者对大学英语阅读测试大胆构想,尝试通过增设语境的阅读与口试结合、阅读与写作题型实现交际性测试。 相似文献
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Kate Douglas Tully Barnett Anna Poletti Judith Seaboyer Rosanne Kennedy 《高等教育研究与发展》2016,35(2):254-266
This paper introduces the concept of ‘reading resilience’: students’ ability to read and interpret complex and demanding literary texts by drawing on advanced, engaged, critical reading skills. Reading resilience is a means for rethinking the place and pedagogies of close reading in the contemporary literary studies classroom. Our research was across four Australian universities and the first study of its kind in the Australian context. We trialled three working strategies to support students to become consistent and skilled readers, and to equip teachers with methods for coaching reading: ‘setting the scene’ for reading, surveying students on their reading experiences and habits, and rewarding reading within assessment. We argue that the nature and pedagogy of close reading has not been interrogated as much as it should be and that the building of reading resilience is less about modelling or outlining best practice for close reading (as has traditionally been thought) and more about deploying contextual, student-centred teaching and learning strategies around reading. The goal is to encourage students to develop a broad suite of skills and knowledge around reading that will equip them long term (for the university and beyond). We measured the effectiveness of our strategies through seeking formal and informal student feedback, and through students’ demonstration of skills and knowledge within assessment. 相似文献
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In the course of digitisation, the range of substrates for textual reading is being expanded to include a number of screen‐based technologies and reading devices, such as e‐readers (e.g. Kindle) and tablets (e.g. iPad). These technologies have distinctly different affordances than paper has. Given that textual reading is at the same time likely to remain important as a cultural practice, and is undergoing massive change as digital screens are supplementing paper – with the potential to replace it as the dominant substrate – there is an urgent need to investigate what effects such change might have on the reading of different kinds of texts, for different purposes. This article proposes the need for an integrative, transdisciplinary model of embodied, textual reading accounting for its psychological, ergonomic, technological, social, cultural and evolutionary aspects. The envisaged model aims to be partly explanatory, in the sense that it aligns and integrates existing knowledge, and partly exploratory, in the sense that it points to blank spots in our knowledge where further research is needed. The model will thus serve to guide the planning of such further research, and to make research more compatible and research outcomes more widely useable. 相似文献
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高校图书馆应重视新生的导读工作 总被引:1,自引:0,他引:1
高校图书馆因其独特的地位在大学新生教育中发挥着重要作用,新生的导读工作是高校图书馆的一项重要工作。为加强这一工作,应重点开展:(1)推荐、指导新生钻研思想政治教育书籍;(2)根据新生的具体情况,加强专业和非专业书刊的导读;(3)帮助新生掌握科学的读书方法,以提高阅读能力。 相似文献
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Rosemary Hopper 《Literacy》2005,39(3):113-120
What are adolescents choosing to read? This is an important question because of potential divergence between school students' reading interests and reading expectations in school. This article considers the findings from a study of the reading over one week in May 2002 of 707 school students aged between 11 and 15, undertaken in 30 schools in the south‐west of England. The findings are related to earlier research by, amongst others, Whitehead, Benton, and Hall and Coles. The article reflects on adolescent reading choices, influences on those choices and the importance of validating all reading experience, including the new literacies. 相似文献
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Bowe FG 《American annals of the deaf》2002,147(5):22-27
Recent research on reading instruction in general and special education, collectively referred to as "scientifically based reading research," is emphasized in two new federal programs, Reading First and Early Reading First. The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf" (LFD) individuals being unable to secure gainful employment absent functional reading skills. 相似文献
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Student reading skills are below grade level in many schools and professionals are constantly searching for new ideas to enhance reading curricula. To address this problem in one elementary school, a parent/school reading programme was implemented. Parents were encouraged to increase the amount of time spent reading with their children at home and the school provided easily accessible reading materials, suggestions for encouraging reading at home, prizes and special activities. Programme participants demonstrated a higher increase in reading rate and accuracy than the matched peers. Prior to implementation and at the end of the reading programme, parents and students who chose to participate in the programme reported positive attitudes toward reading together. Implications of these results are discussed and an emphasis is placed on expanding research in the area. 相似文献
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任俊香 《河南科技学院学报》2010,(1):50-53
阅读作为英语学习策略之一,长期以来一直是英语学习中探索的重点和核心。探讨阅读理解的理论模式以及阅读技巧,成为研究者所关注的焦点。文章基于韩礼德的功能语法,从语篇功能的主述位结构探讨阅读理解,论证其在操作上的适用性和可行性,为英语阅读教学提供一个新的视角。 相似文献
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This study empirically examines impacts of subject-specific competencies and reading habits on university graduates’ income in Japan. Business and economics graduates during 1996 and 2016 at a research university in Tokyo were surveyed. Path analyses of 677 valid responses from graduates employed in the private sector indicated positive impacts of subject-specific competencies and reading habits on income after graduation, as they are recognized as important to respondents’ careers. Thus, when reading habits and subject-specific competencies were relevant to the respondents’ careers, they indirectly, positively influenced income. No gender differences were noted in business; sufficient observations were not obtained for economics. 相似文献
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Chin Ee Loh 《Literacy》2016,50(1):3-13
This article takes a comparative socio‐spatial approach at the intersection of social class and reading politics to provide a fresh way of examining school reading policies and practices, unearthing previously hidden spaces of inequity for reading intervention. The juxtaposition of two nested case studies in Singapore, one of an elite all‐boys' school and another of a co‐educational government school with students in different academic tracks, revealed inequitable practices, specifically in the designs and uses of school library spaces between schools serving different social classes. The study argues that attempts to design reading interventions should move away from the view of student‐as‐problem to structure‐as‐problem in order to discover new perspectives for reading intervention. Additionally, this study demonstrates how foregrounding social class in educational research is necessary for effective design of educational strategies that aim to transform education and society by narrowing the gap between students from different social classes. 相似文献
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李建 《佳木斯教育学院学报》2012,(1):223-224
随着经济全球化和区域一体化的快速发展,中国与外国之间的交流和经济往来也在日益增加,英语逐渐成为国际上一种重要的交流工具。因此,专业知识水平高和交际能力强的人才是当今社会紧急缺乏的人才。在大学英语的阅读课学习中,文化导入成为直接影响学生听说读写能力的主要障碍。本文主要是从大学英语阅读课的文化导入的重要意义,大学英语阅读课中文化导入的主要内容,大学英语阅读课中文化导入应该遵循的原则,大学英语阅读教学中文化导入的主要切入点和如何在大学英语阅读课中进行文化导入这四个方面详细介绍大学英语阅读课中的文化导入的相关内容,进一步增强大学生的英语交际能力,从而提高大学生的阅读理解水平。 相似文献