浅析教师在高中英语阅读教学中的角色(1)(6)
2017-08-08 06:39
导读：3.2 Traditional procedure of teaching English reading course Teachers all treat the texts as intensive reading both in the traditional textbooks and in the present used textbooks, in most of the tradi
3.2 Traditional procedure of teaching English reading course
Teachers all treat the texts as intensive reading both in the traditional textbooks and in the present used textbooks, in most of the traditional reading classes, teaching has remained at the level of words and sentences. Most of teachers still take the common traditional teaching procedure of reading courses as the following:
(i) Students preview the text before class, mostly memorizing the words and understanding difficult sentences.
(ii) In the class, the teacher explains the texts word by word and sentence by sentence, translates difficult sentences into the mother tongue and lists all the language points in the texts, including words, phrases and complicated sentence structures.
(iii) After the explanation, the teacher check students’ comprehension by asking some questions, if having, but the check mostly rest on the understanding of the literal meaning.
3.3 Problems and weakness of traditional reading teaching
Traditionally, the teachers are seen as the provider of knowledge and the students dutifully assimilated the teachers’ words of wisdom, working their way ploddingly through the textbook. So Chinese students tend to consider their teachers as the main source of learning, which, to a great extent, results from the philosophical foundation for education in China lay by Confucius, one of the greatest thinkers in ancient China. Even today, no one can deny his unparalleled contributions to Chinese education. Many of his wise sayings and maxims still govern the behavior of learners in China. Take TEFL (teaching English as foreign language) for example, students are still accustomed to the speech dominated education by a teacher-centered, book-centered, grammar-translation method and an emphasis on tote memory. There is little student initiative and, if any at all, little student-student interaction. Teachers who are keen on spoon-feeding their students generally receive higher appreciation than teachers who are not. Any attempt from a teacher for simulated interactions such as games, role-plays, talk-based communicative activities, i.e. pair/group/team work, risks resistance or even resentment from the students. The students tend to associate games and communicative abilities in class with entertainment and, exclusively and accordingly, are skeptical of the use of games as learning tools. To make things worse, there are students who may go so far as to distinguish “good teachers” from “bad teachers” solely by how many pages they can cover in their notebooks. Teachers who advocate communicative approach to teach English are likely, though unfairly, to be considered lazy or irresponsible by some students.
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改变阅读习惯提高阅读速度
