随风潜入夜，润物细无声

莫婷洁

摘要：本文以高中生閱读理解中阅读策略和技能运用的现状作为立足点，结合教学实践，探究高中英语阅读教学中基于窄式阅读的阅读策略和技能的培养的可操作性范式，从而真正提高学生的英语阅读能力。

关键词：窄式阅读；阅读策略和技能

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一、引言

笔者发现高中生做阅读理解时普遍存在的问题有：抓不住文章的主题，理解偏离中心或信息凌乱；信息捕捉不准确，做题凭感觉，缺乏依据；即使能捕捉到信息，但缺乏对信息必要的处理能力，犯“断章取义”的错误；对推理判断题把握不准，出错频率高。这些问题的产生源头是由于学生缺乏有效地阅读策略，不能正确理解文本。为了进一步了解高中生阅读理解中阅读策略和技能运用的现状，笔者对高一学生进行问卷调查。调查结果显示，认知策略被最广泛地使用，其次是元认知策略，最低为社会情感策略。

二、窄式阅读及阅读策略和技能

“窄式阅读”是指学习者通过阅读同一风格、同一主题或某位作家的多部作品来提高阅读能力的一种策略。早在1980年代初Stephen Krashen等语言学家就提出了窄式阅读（narrow reading）的概念。这种阅读与精读和泛读的方式和要求不同，它主张阅读同一主题，同一作者或同一体裁的作品（reading on the same topic，books by the same author，and in the same genre）。

阅读策略和技能是学习者为解决阅读中的困难而采取的行为过程，是学习者策略能力的一个重要组成部分。它不仅包含了阅读中的一些技巧，如：预测、推理文章的内容、猜测文中生词的大意、略读、寻读等，还包含了阅读者为达到预期阅读目的所采取的有选择性和控制性的行为。

OMalley&Chamot（1990）根据认知心理学理论将阅读策略分为三大类：元认知策略、认知策略和社会情感策略。刘晓云（1008）提出在阅读中教会学生使用元认知策略（包括控制阅读速度，宽容模糊，猜测词义等），在不断的强化训练中，把策略的使用转化为一种自主的，稳定的能力和习惯。

Burner等（1956）提出，认知策略（Cognitive Strategies）主要是指发现与解决问题过程中的思维策略。加涅等（1999）指出“认知策略是一种‘控制过程，是学生赖以选择和调整他们的注意、学习、记忆和思维的内部过程”。

社会情感策略是指那些可以帮助学习者控制情绪，学习动机和学习态度，也可以帮助学习者通过与别人交谈学习到知识的策略。

三、操作实践

笔者选用China daily，USA today等官网上最新的阅读题材作为高中英语阅读课素材，根据学生的认知水平和阅读策略和技能的培养的要求，精心设计阅读文本，基于窄式阅读的原则，通过具体的教学实践探究提升高中英语阅读能力的策略和技能。

（一） 元认知策略

Flavell（1979）首次提出了元认知理论。他认为元认知是对认知的认知，是认知主体关注并调控认知活动的知识与能力。笔者从以下三方面培养学生的元认知策略。

1.阅读前的计划准备

阅读活动开始前，教师应首先提出阅读要求，指导学生根据自己的阅读水平制定阅读计划，计划包括设置学习目标、确定阅读进程、浏览学习材料、把握阅读重点、合理分配时间及选择相应的阅读技能：①略读skimming——有选择地进行跳跃式阅读，注意标题，首段或每段首尾句，找出主题句，以达到整体理解的目的。②寻读scanning——只阅读你需要查询的细节部分，其它可以略过不读。其目的是分清事实和观点，了解重点细节，理解图表信息，评价阅读内容。③细读——分段细读，注意细节，抓住主要事实，揭示文章结构的内在联系。

2.阅读过程自我监控

过程监控（process monitoring）是指学生边阅读边思考，观察识别阅读材料提示的重要

信息，通过上下文猜测词义等手段，根据有关线索判断信息，完成相关的阅读要求。包括：①预测——对文章内容或标题进行设问，预测下文，推理判断；②概读——有意识地寻找中心句和关键词，即从每篇文章的标题，到各个部分都进行概读，以归纳出要点，概括作者的主旨、意图、观点、态度；③推读——即推测未直接写明的含义、因果关系以及词义猜测。如果所需信息含有生词，不要停下，尽量根据上下文、构词法、例子、定义、同位语等来猜，在后面的阅读中不断证实——推翻——证实。

【教学片段1】

Read the following passage and finish the tasks as required.

Colored mugs matter

① The secret to a better cup of morning coffee might simply be choosing the right colored coffee mug.

② The color of a coffee mug can have something to do with the way coffee tastes， according to a recent study， which was conducted in Australia and tested the influence that three different colored mugs—one white， one blue and one clear glass， had on the perception of different tastes. The researchers served 18 participants the same cup of coffee， in one of the three similarly shaped but differently colored containers， and then asked them to rate their sweetness， smell， bitterness， quality and acceptability.

③ It turns out specifically that the white mug was associated with a more intense or bitter tasting cup of coffee， and the clear glass mug was not. The blue mug， meanwhile ， proved to be “kind of an in-between”. The opposite was true for perceived sweetness—participants noted less sweetness when drinking from the white mug than they did when drinking from both the blue and clear glass mugs.

④ Research published this year shows that the color of a plate had a clear effect on taste intensity and sweetness. And the color red specifically has even been associated with lower levels of consumption .

⑤ A red strawberry looks redder when placed against a white plate than it does against a black one. And there are associations with that redness that in turn can affect taste， Spence explains. “ Red might indicate heightened sweetness， because red fruits tend to be riper than green fruits， ”he said. And that indication can be enough to cause a large difference in taste.

⑥ In the case f coffee， specifically， the researchers believe that the color brown might be something people associate with bitterness. “ The white mug may have influenced the perceived brownness of the coffee and this， in turn， may have influenced the perceived intensity and sweetness of the coffee，” the researchers wrote. That would help explain why clear coffee mugs tended to have the opposite effect.

1. The passage is mainly about .

【教学建议】指导学生关注阅读文本的特点，作为科研报告类文本，最大的特点就是文本的第一、二段是文章的主旨大意，鼓励学生运用略读的阅读技能，快速捕捉文本的大意。

2.After being served the coffee， the participants were asked to .

A. distinguish the colors of the mugs B. exchange the ideas about the tastes

C. judge the mugs influence on the coffee D. give an overall description of the coffee

【教学建议】对于文章的重点细节，指导学生采用寻读的阅读技能，按文章的顺序跳跃式地寻找有关的具体内容加以阅读理解。本题的相关内容在文本第二段的最后一句话“…and then asked them to rate their sweetness， smell ， bitterness， quality and acceptability.” 因此学生读到这里便可以做出选择。

3. Please draw the structure of the whole passage.

②

③

① ④

⑤

⑥

【教学建议】一篇文章是一个有机整体，段落与段落间存在内在的紧密联系。因此对于

分析文本结构的阅读任务，不妨指导学生运用細读的阅读策略，揭示文章的内在联系。这篇文本采用总分的结构，第一段提出论点，第二段至第六段作为论据阐述。

4. Have a quick look at the title and predict what the passage is mainly about.

【教学建议】应用预测的策略。一篇文本的标题往往涵盖了整篇文章的中心思想，把握了这个标题，并在阅读前对文章进行预测，对于学生接下来的阅读有事半功倍的效果。

5.What is the authors attitude towards the study？

【教学建议】采用概读的策略，有意识地寻找中心句和关键词，即从每篇文章的标题，到各个部分都进行概读，以归纳出要点，概括作者的主旨、意图、观点、态度。本文本从每段的第一句话不难发现，作者只是客观陈述了这个运动各方的评论和看法，并没有穿插自己的立场和态度。

6.Explain the underlined ones.

【教学建议】实践推读的策略。在划线的句子或词汇的理解题里往往有超出学生考纲要求的词汇，因此只能尽量根据上下文、构词法、例子、定义、同位语等来猜，在后面的阅读中不断证实——推翻——证实。rate可以根据下文推断出estimate之意，而heightened则可以根据构词法，是height的动词形式，故有strengthen之意。

【教学片段2】

Read the following passage and finish the tasks as required.

①Cars get dirty， even under the best of conditions. Who would not want a car that is always clean because drops of water and oil just roll off？ Now， scientists say it may not be too long before self-cleaning paints become more common in many industries.

②It has been long known that rainwater slides off the leaves of some plants without leaving a mark. Soon， the same may be true for raindrops on your car.

③Scientists can now reproduce that quality， or property， of tropical plants like the taro and lotus. Researchers are able to do this because of developments in nanophysics： the studies of very small particles.

④Yao Lu is a researcher from China's Dalian University of Technology. He currently works at University College London. He used titanium dioxide nanoparticles to create a new kind of water-repellent paint. Water droplets do not leave a mark on the painted surface.

⑤Yao Lu's supervisor is inorganic chemistry professor Claire Carmalt. She says that when water hits a surface covered with this paint， it does not just slide off.

⑥"It actually forms near spherical-shaped balls which， as they roll across the surface， act like miniature vacuum cleaners， picking up dirt and bacteria. And we can take that paint and we can adhere it into hard surfaces， like glass or metal， or soft surfaces like cotton and paper， just using simple adhesives."

⑦Up until now， the biggest problem with water-repellent paints was their vulnerability to mechanical damage. In other words， the machinery or other equipment covered with the paint was easily damaged. This was solved with a special adhesive or glue that sticks to the titanium dioxide nanoparticles.

⑧The new kind of paint can be used on a number of materials， from clothing and paper to steel and glass. Researchers say the paint could be used in a factory or other large-scale manufacturing. They predict this product could be used in a number of areas， including auto manufacturing and even hospitals.

1.The best title of the passage is__________________________________.

【教學建议】笔者基于窄式阅读，选取了同一体裁——科研报告类的文本，使学生进一步熟练地掌握及运用略读、寻读、细读的阅读技能，对于文本的最佳题目和主旨大意的把握，鼓励学生一如既往地采用略读的阅读技能，重点关注文本的第一、二段，“self-cleaning paints will become common in many industries.”

2.How does the idea of self-cleaning paints come up？

A. By general assumption B. By accumulated wisdom

C. By careful observation D. By comparative analysis

3. How much do we know about water-repellent paints？

A. They have wide application. B. They are easily damaged.

C. They are used in various ways D. They have no economic possibilities.

【教學建议】对于细节理解题，引导学生习惯性地采用寻读的阅读技能，重点阅读细节所在的段落，第二题在第二段，第三题在第八段，理解相关内容后做出选择。

4. How is the passage organized？

① ②③④⑤⑥⑦ ⑧

【教学建议】一篇文章是一个有机整体，段落与段落间存在内在的紧密联系。因此对于分析文本结构的阅读任务，继续指导学生运用细读的阅读策略，揭示文章的内在联系。这篇文本采用总分的总结构，第一段提出论点，第二段至第七段作为论据阐述，第八段作出总结。

5. What is the authors attitude towards the campaign？

【教学建议】采用概读的策略，有意识地寻找中心句和关键词，即从每篇文章的标题，到各个部分都进行概读，以归纳出要点，概括作者的主旨、意图、观点、态度。作者在最后一段中展望新型涂料的广泛用途，隐含了positive的态度。

6. Explain the underlined ones.

【教学建议】划线词汇water-repellent可以从下面这句Water droplets do not leave a mark on the painted surface推断出是“防水”之意，vulnerability则由下文中的easily damaged得到启发。

3.阅读策略的监控

（Brush 1991）在阅读策略的习得过程中，教师应该及时地给予学生指导，但应逐渐减少提示以培养学生的独立使用策略的能力。让学生善于自我提问，检验自己的答案正确与否，多角度分析推理，懂得运用有效策略处理综合性问题。

首先，教师帮助学生确定阅读方式，设置问题。这些问题旨在让学生通过快速阅读材料，掌握其内容梗概。然后，根据学生在第一次阅读中所得到的信息，进一步设置问题。让学生带着问题第二次阅读材料，根据材料的有关线索来判断和寻找信息。在阅读过程中，鼓励学生边阅读边思考，边思考边不断向自己设问，以此来检验自己的思维分析、推理判断是否正确。

4.阅读结果的监控

结果监控（result monitoring）即对元认知活动的评价，是对阅读材料的特点以及个人的理解能力做出分析。当某一个阅读任务完成后，教师可留出时间让学生概括他们的阅读过程，即对自己为解决问题而采取的阅读策略进行评价，或校对原来的预测，或评估原设的阅读目标是否已经实现，或总结自己的表现并提出该如何将这些使用过的阅读策略迁移到新的阅读任务中去。无论学习者对自己的阅读活动做出肯定还是否定的自我评价，对下一次的阅读任务都起着积极的作用。

【教学片段3】

Read the following passage and finish the tasks as required.

Children may sulk and play up when being dragged round the shops by their parents， but retail therapy is actually good for their brains.

The interaction between child and parent while shopping helps young people develop social skills and promotes happiness - even if a bawling toddler shows few signs of it at the time.

According to the joint study by Oxford University and the Open University， shopping trips are just as beneficial for the childs development as painting or drawing activities.

They also found shopping is better for a childs social skills than watching TV or reading.

The two universities made these conclusions after studying the results of an economic survey in Germany.

This survey looked into the daily routines and habits of 800 parents with two and three-year-olds.

It recorded higher perceived levels of happiness among the children who had taken part in activities such as arts and crafts， and shopping.

Researchers Professor Paul Anand and Dr Laurence Roope added that the more retail therapy the toddlers were exposed to， the happier they seemed to be， and the more developed their everyday skills became.

Shopping may be beneficial because it involves changes of scenery from shop to shop， which improves the child's motor and social skills more than a sedentary activity， the report continued.

Reading and storytelling together ranked high for happiness， but being left to read on their own， or watch TV， had a 'negative impact' on the child's development.

Professor Anand from the Open University said that during shopping trips ‘children are getting visual stimulation， they've getting out of the house and into a new environment.

‘They're bumping into other families where social skills come into play and they may get the chance to do something physical in a shop like run around.

The researchers now want to test their theories on older children to see what activities influence development among other age groups.

The research was presented at the annual conference of the Royal Economic Society.

First-reading：

1. What does the research show us？

2. What is the future plan of the researchers？

【教學建议】学生带着这两个问题，采用略读和寻读的阅读技巧快速阅读文本，从而掌握其内容梗概。

Second-reading：

1. How did the colleges came to the conclusions？

2.Why is shopping helpful？

3.What other ways that bring fun to kids？

4.Explain the underlined sentence.

【教学片段4】

Read the following passage and finish the tasks as required.

Michelle Obama， Kate Moss and Samantha Cameron are three of the most stylish women on the planet but it seems they have their daughters rather than their style know how to thank for that.

New research has revealed that women with daughters tend to be more stylish than mothers of sons； a fact partly due to the style advice their daughters offer as they get older.

As a result， more than half of the women surveyed （51 percent） say they trust their daughters' opinion more anyone else's.

Even more impressively， 78 percent of women over the age of 50 say they would be more than happy to let their daughters choose a complete outfit for them.

By contrast， just five per cent of women say they would turn to their sons for style advice， while 28 percent believe that mothers of boys are less fashionable than women with girls.

'Women who don't have daughters may become less interested in style as they grow older but having a daughter， who is conscious of her own style， may keep alive her interest in looking great，' comments psychologist Honey Langcaster-James.

'And， because of their close bond， they also have a source of support， encouragement， and sometimes brutal honesty when it comes to their style decisions.

'More than a quarter of women believe that mums who have sons are less fashion conscious than mums with daughters.

'The most common reasons for this are that daughters are more critical， offer good advice and inspiration， and add an element of competition to look the best whereas sons seemed not to care and arent as harsh as daughters.'

And it isn't just sons who can find themselves ignored when they proffer an opinion on fashion， with just eight percent of women over 45 admitting to taking advice from their husbands.

Interestingly， although mothers tend to rely on their daughters' style tips， their confidence isn't reciprocated， with 40 percent of women between the ages of 19 and 34 saying they wouldn't allow their mothers to shop for them unsupervised.

A third even said their mothers' lack of sartorial wisdom left them embarrassed.

There were， however， some things mothers and daughters agreed on， among them voting Sophie Ellis-Bextor and her mother Janet Ellis their favourite mother and daughter combination.

And although they might not appreciate the fashion advice， the survey， which was conducted by online retailer Gray & Osbourn， showed that daughters do still need their mothers with 71 percent saying they chat to their female parent every day.

' Overall， the research shows just how important relationships are between mothers and daughters，' added Langcaster-James， 'and just how much women appreciate an honest and trustworthy opinion.'

【教學建议】笔者基于窄式阅读，选取了同一主题——父母与子女关系的文本。

First-reading：

1. What can we conclude from Para1&2？

2. Whats the writers attitude towards the topic？

【教学建议】学生带着这两个问题，采用略读和推读的阅读技巧快速阅读文本，从而掌握其内容梗概，并推断出作者的观点和立场。

Second-reading：

1. What are the most common reasons for the phenomenon？

2. What are the things agreed on between mothers and daughters？

3. Explain the underlined word.

【教学建议】让学生带着以上问题第二次阅读材料，采用细读、寻读、概读的阅读技巧根据材料的有关线索来判断和寻找信息。在阅读过程中，鼓励学生边阅读边思考，边思考边不断向自己设问，以此来检验自己的思维分析、推理判断是否正确。

【教学片段3】【教学片段4】Post-reading

【教学建议】学生采用略读、寻读、推读的阅读技巧寻找到相应的信息，并对文本有了一定的了解后，引导学生对所确定的阅读计划与运用的阅读策略进行了分析和评价，总结成功的经验，分析失败的原因，重新调整阅读策略，从而为下一次的阅读做准备，并摘录有用的词、词组、句子或段落。

作为两篇儿童教育主题的文本，学生可以摘录以下词组、句子或段落为以后同类话题的写作服务，“promote happiness， involve changes， rank high， come into play， close bond”学生还可以写读书笔记或读后感记录学习所得。

（二）认知策略

认知策略是与学习行为直接相关的策略，如：模仿、操练、记录、归纳、翻译、猜词义、归纳、迁移、拓展等。可见，认知策略既是关于注意的策略，又是关于思维的策略。研究表明，培养学习的方法和学习策略最有效的途径是把方法和策略渗透到教学之中。笔者从以下三个方面培养学生的认知策略。

1.编制细节辨析任务，训练注意指向能力

加涅（1999）指出，“通过获得并使用认知策略，学习者便能调节以下学习者的内部过程：①注意和选择性知觉使用；②将进入的材料编码以便长时贮存；③提取；④问题解决。学习者通过应用认知策略可练习控制自己在课文学习中的注意。细节辨析任务能够帮助学生针对具体的学习任务，对有意注意的分配进行调节和控制，保证注意指向重要信息。在设计阅读教学时，笔者可以通过编制有一定干扰性的细节辨析任务，训练学生调节和控制自己的注意力，培养其抓住关键信息的能力。笔者指导学生采用画线、标着重号、写摘要、做笔记等方式，过滤和筛选进入大脑的信息，选择有关信息或重要信息加以注意，保证大脑能有效地编码、贮存和加工信息。笔者也可以运用下划线、斜体字、不同颜色标识等多种手段，通过视觉和听觉等渠道强调所呈现刺激的区别性特征，以引起学生的注意。

2.开展有声思维活动，培养思维能力

有声思维（Think-aloud Protocols）源于心理学研究。顾名思义，是将大脑里进行的思维活动有声化（张倩，2010），是研究者要求受试在进行实验任务时，尽可能地说出大脑的思考内容（李德超，2004）。有声思维使学生对阅读材料进行精细化加工，学生需要花费更多的认知努力进行信息的提取和重构，有助于增强认知体验，培养分析、推理和概括等思维能力。通过有聲思维，一方面教师可以向学生示范讲述自己的思维过程，展现自己在阅读中如何运用认知策略解决问题；另一方面教师可以让阅读能力较强的学生在解决问题的过程中描述自己的认知过程以及运用的策略，让学生说出每个阅读问题的关键词和注意事项，并把获得答案的思维过程口头表达出来。

3.加强阅读理解训练，培养阅读技能

陈琦、刘儒德（2007）认为，“技能是指经过练习而获得的合乎法则的认知活动或身体活动的动作方式。”阅读技能包括略读、寻读、推理判断、猜测词义、分析句子结构等技巧和能力。陈新仁等（2013）认为，把语用知识转变成能力的过程是对英语语用知识转变成真实语用表现过程的控制，这种控制过程是能过向学习者提供充足的练习机会而实现的。关于阅读技能，一些学生头脑中储存的只是概念性知识，需要通过反复阅读练习才能将其转化为技能。教师应鼓励学生大量阅读，“学生是通过阅读学会阅读的”（王笃勤，2002）。教师应该为学生灵活、主动运用认知策略提供平台，通过设计阅读理解练习，培养学生的阅读技能。在设计练习时要避免题型的单一化，应设计推理判断、概括主旨和词义猜测等各种类型的单选题型，以及纠错、填空、问答、时间排序、完成表格等多种题型，通过设计变式练习、深层理解任务等，训练学生熟练运用各种阅读技能。

【教学片段5】

Read the following passage and finish the tasks as required.

Everyone gets stressed out， but new research suggests that men and women cope with these situations in different ways.

According to the study， men become more egocentric and self-centered when stressed. They have trouble separating their own intentions and emotions from those of the people around them.

On the other hand， women who are under a lot of stress may become “prosocial.”

“There's a subtle boundary between the ability to identify with others and take on their perspective — and therefore be empathic — and the inability to distinguish between self and other， thus acting egocentrically，” study author Dr. Giorgia Silani explained in a release. “To be truly empathic and behave prosocially it's important to maintain the ability to distinguish between self and other， and stress appears to play an important role in this.”

The study participants were asked to do “moderately” stressful things， like speak in public or answer math problems in their heads. They were then asked to imitate certain movements， identify their own emotions or those of others， and judge something from another persons perspective.

“What we observed was that stress worsens the performance of men in all three types of tasks. The opposite is true for women，” Silani said.

The researchers said their original hypothesis was that stress would make people more self-centered across the board， so they were partly correct.

They also said they arent sure why this is the case.

"At a psychosocial level， women may have internalized the experience that they receive more external support when they are able to interact better with others，" Silani said.

On a physiological level， the discrepancy could be caused by oxytocin， the hormone connected with social behaviors， she added. Other studies have shown that women produce more oxytocin in stressful situations than men do.

The international study was led by Silani， who is from the International School for Advanced Studies （SISSA） in Trieste， Italy， in cooperation with researchers from the University of Freiburg in Germany and the University of Vienna.

The study was published in the journal Psychoneuroendocrinology.

1. What does the new research show ？

2. What is the difficulty man have when stressed？

3. What are stressful things the participants do ？

4. What does the underlined sentence mean？

【教學建议】这是一篇研究报告类的文本，学生采用略读、寻读的阅读技巧关注文本的相应段落，把握文本的大意和细节。但学生必须以选项进行对比，推敲，才能做出正确的选择。笔者指导学生采用画线、标着重号、写摘要、做笔记等方式，过滤和筛选进入大脑的信息，选择有关信息或重要信息加以注意，保证大脑能有效地编码、贮存和加工信息。

教师可以向学生示范讲述自己的思维过程，展现自己在阅读中如何运用认知策略解决问题。对于第一个问题，指导学生关注阅读文本的特点，作为科研报告类文本，最大的特点就是文本的第一、二段是文章的主旨大意，鼓励学生运用略读的阅读技能，快速捕捉文本的大意。对于第二、三个考查文章的重点细节的问题，指导学生采用寻读的阅读技能，按文章的顺序跳跃式地寻找有关的具体内容加以阅读理解。对于第三个问题，实践推读的策略。在划线的句子或词汇的理解题里往往有超出学生考纲要求的词汇，因此只能尽量根据上下文、构词法、例子、定义、同位语等来猜，在后面的阅读中不断证实——推翻——证实。

（三）社会情感策略

社会策略是指学习者用来规范和管理情绪、情感等的方法，因此学习者能更好地自我调控学习中的情绪、动机和态度。社会情感策略主要与社会活动有关，包括通过与人（如教师、学生等）交往、合作来获取信息或予以澄清。

1.精心挑选阅读材料，让学生做到学以致用

阅读材料的选择既要关注高中生的兴趣爱好，更要兼顾到与时俱进。因此笔者经常浏览China daily，USA today等官网上最新的阅读题材，本文的教学片段全部截选于China daily，USA today等官网上最新的阅读题材，涵盖学生感兴趣话题，奇闻轶事，科研前沿，心灵鸡汤，环境保护等，并根据学生的认知水平进行改编和设计，这样才能激发学生阅读的热情，有效实现学生阅读策略及技能的学以致用。

2.组建合作学习小组，分享阅读心得

高中生心理较为成熟，可以较合理地调节自己的情感来学习，但高中特定的学习氛围使得他们缺乏合作学习的机会，从而导致他们很难通过交流合作来提高英语阅读能力。教师应在课堂上尽量给学生营造一个开放性的学习环境，无论是在阅读前还是在阅读后，开展组内讨论，使每一个学生的独立思考都得到关注、倾听与采纳。

四、教学反思

开展基于窄式阅读的阅读策略和技能的培养的英语阅读教学，笔者认为注意以下两个方面：

（一）窄式阅读中的材料的挑选要充分考虑学生的语言水平和表达需要

窄式阅读的价值在于提供有意义的相关内容，为学生创造一个为内容而读、为获取信息而读的机会，从而激发学生的学习动机，引发对学生有意义的语言学习活动。符合窄式阅读模式的文本通常是同类话题的系列文章或同一作者写的作品，教师无论选择哪些文本，首先要控制阅读材料的难度，其次要保证输入的数量。如果阅读材料难度过高，学生可能在词汇、语法、句法和语篇层面遇到困难；如果阅读量太少，学生储备的内容知识就会不足，产生阅读障碍。

（二） 运用模式要坚持理性实施，智慧调整

教学模式不是定式，灵活运用、因“生”制宜才是有效的教学模式。基于窄式阅读的阅读策略和技能的培养的英语阅读教学可以与教材中的单元板块教学相结合，也可以在专门开设的阅读指导课中实践。

五、结语

基于窄式阅读的阅读策略和技能的培养的高中英语阅读教学变换视角，推动教师从培养有自主性和创造性的学生的角度重新思考阅读的教学目标、教学方法、训练形式等整个教学过程，有效培养学生的阅读策略与技能，从而真正提高学生的阅读能力。

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