课程标准论文
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拒绝平庸风沙渡-经典宋词
College of Foreign Languages and Literature
Northwest Normal University
题目
：
English Reading Under New Curriculum Standards
班级
：
2012
级英语
5
班
姓名
：
王文秀
任课教师
：
张桂娟
提交日期
：
2015
年
7
月
1
日
评语及成绩
：
签名：
日期：
English Reading Under
New Curriculum Standards
Abstract
English
reading
ability
is
one
of
the
basic
abilities
which
students
should
master
during
compulsory education. Since New Curriculum Standardswere published in 2003, they requested
for English teaching from five aspects: language knowledge, language skills, attitude to learning,
learning
strategies,
and
cultural
awareness.
Under
the
leading
of
New
Curriculum
Standards,
teachers
need
convert
their
teaching
pattern;
focus
on
the
training
of
reading
strategies,
the
stimulating
of
interest
in
learning
and
the
leading
of
culture,
etc.,
to
lay
a
good
foundation
for
students
to
improve
reading
abilities.
This
paper
will
analyze
a
reading
teaching
plan
from
the
perspectives of New Curriculum Standards, aims to think how to teach English reading under the
leading of New Curriculum Standards.
Key words: English, New Curriculum Standards, reading ability, teaching
摘要
英语阅读能力是基础教育阶段学生应掌握的基本技能之一。
自
2003
年新课标颁布之时，
在
语言知识、
语言技能、情感态度、 学习策略和文化意识五方面对英语教学提出了要求。
在新
课标的引领下，
教师需改变教 学模式，注重阅读策略的培养、
学习兴趣的激发、文化的导入
等，为新课标下提高学生阅读能力 打下良好的基础。这篇论文在高中英语新课标的指导下，
对一份阅读教案展进行阐述分析，旨在思考如何 在新课标下展开英语阅读的教学。
关键字：英语；新课标；阅读技能；教学
1. Introduction
English is the most widely-used language in the world and English reading is one of the most
important channels of gaining knowledge and information. It is an important stage to cultivate and
improve
students'
English
reading
abilities
in
senior
high
school
education.
The
Newly-issued
Middle Schools (NECS) requires the senior students to achieve a higher level in reading putting
emphasis
on
the
ability
to
gain
and
deal
with
information
as
well
as
the
ability
to
analyze
and
solve problems in English. In order to help students achieve these goals, teachers should change
their
mind
and
method
firstly.
So,
it
is
necessary
for
teachers
to
design
teaching
plan
from
the
perspectives of New Curriculum Standards.
This
paper
is
analysis
of
teaching
plan
which
designed
by
author
from
the
sight
of
New
Curriculum Standards. The paper is made up of six parts besides an introduction, a conclusion and
a reference. Part two is interpretation of the objectives. Part three presents some theories related to
reading
study.
Part
four
is
elaboration
of
activities
from
pre-reading,
while-reading
and
post-reading.
2. Interpretation of the objectives
New
Curriculum
Standards
put
emphasis
on
improving
students'
ability
of
acquiring
and
dealing with information and on improving students' ability of analyzing and solving problems in
English
appropriately.
In
order
to
achieve
these
goals
in
class,
appropriate
and
clearly
written
objectives is necessary.
An objective is a description of a learning outcome. Objectives describe the destination (not
the
journey)
the
teacher
wants
students
to
reach
by
the
end
of
the
lesson.
Clear,
well-written
objectives are the first step in daily lesson planning. These objectives help state precisely what the
teacher
wants
students
to
learn,
helps
guide
the
selection
of
appropriate
activities,
and
helps
provide
overall
lesson
focus
and
direction.
An
effective
lesson
plan
starts
with
appropriate
and
clearly written objectives.
According
to
New
Curriculum
Standards,
comprehensive
competence
is
based
on
the
development
of
five
specific
goals:
linguistic
knowledge,
language
skills,
emotion
and
attitude,
learning
strategies
and
cultural
awareness.
For
this
teaching
plan,
objectives
are
made
up
three
parts: knowledge aims, skillful aims and affective aims. They are appropriate and clearly written
from these three parts. The whole objectives use specific words to write, for they are clearer and
easier for teachers to follow, and the students themselves may find it easier to understand exactly
what will be expected from the lesson. After interpretation this teaching plan, students can have a
frame of class.
3. Theories Related to Reading Study
3.1 Schema Theory
Bartllet
(1932:
201)
defines
schema
as
active
organization
of
past
reactions,
or
past
experience
Schema
theory
is
based
on
the notion
that
past
experiences
lead
to
the
creation of
mental
frameworks
that
help
us
make
sense
of
new
experiences.
According
to
Widdowson
(1983:34), schemas or schemata have been described as `cognitive constructs which allow for the
organization
of
information
in
long-term
memory'
(quoted
from
Wallace,
1992:
33).