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指向思維品質提升的英語閱讀教學
要素一：思維品質
思維品質是指思維在邏輯性、批判性、創新性等方面所體現的能力和水平。思維品質是英語學科核心素養的心智表徵。
《普通高中英語課程標準》（2017年版）
思維的規則和規律
質疑、求證態度和行為
求異、求新的意識
要素二：英語（思維）
語言與思維的關係
思維是大腦對「客觀事物及聯繫」間接概括的反映：
感知-分析-綜合-抽象-概括-記憶-探索-發現
人類與動物的最大區別之一是思維，因為人類有複雜的語言符號系統
語言是思維的‘物質外殼’
思維是語言的‘內核’
要素二：英語（思維）
漢語與英語的不同思維
在詞法上，英語屬於「綜合型」語言，漢語是「分析型」語言
英語句子呈樹形，漢語句子呈線形；英語重心在句前，漢語重心在句後
在漢語背景下，我們更習慣於形象、直觀思維
在英語體系中，他們更習慣於邏輯思維
要素三：閱讀（理解）
語言能力指在社會情境中，以聽、說、讀、看、寫等方式理解和表達意義的能力，以及在學習和使用語言的過程中形成的語言意識和語感。
《高中英語課程標準（2017年版）》
順著條理進行詳細的分析，在一定的認知上瞭解，明白。
蘇軾在《眾妙堂記》說：「庖丁之理解， 郢人之鼻斲，信矣。」
要素三：閱讀（理解）
to know or realize the meaning of words, a language, what somebody says, etc.
to know or realize how or why something happens, how it works or why it is important
to know somebody’s character, how they feel and why they behave in the way they do
to think or believe that something is true because you have been told that it is
from the Oxford Advanced Learner's Dictionary
解題：指向思維品質提升的英語閱讀教學
目的：讓學生更聰明
行為：讀更多書
途徑：教他們學習閱讀英語
教師教學生學習英語
教學的路徑（Approach）
語言語義理解（表層結構理解）
文化內容理解（幔層結構理解）
語篇主題理解（深層結構理解）
自我素養提升
It is Sunday today.
語言語義理解
（表層結構理解）
文化內容理解
（幔層結構理解）
語篇主題理解
（深層結構理解）
自我素養提升
閱讀的技巧（Skills）
激活背景知識（Activate prior knowledge）
培養詞彙技能（Cultivate vocabulary）
傳授閱讀技巧（Teach for comprehension）
提高閱讀速度（Increase reading rate）
驗證閱讀策略（Verify reading strategies）
評估學習效果（Evaluate progress）
閱讀的技巧（Skills）
激活背景知識
（Activate prior knowledge）
大腦風暴（brainstorming）
腦圖構建（mind mapping）
話題猜測（predicting）
閱讀的技巧（Skills）
培養詞彙技能
（Cultivate vocabulary）
詞彙識記
機械重復（rote repetition）
記憶術輔助法（mnemonic
approaches）
詞義識別
構詞分析（analysis of word
structure）
語境利用（use of context）
閱讀的技巧（Skills）
傳授閱讀技巧
（Teach for comprehension）
閱讀理解過程是信息的獲取、加
工、貯存、提取和使用等一系列
認知操作的過程，其心智活動涉
及感覺、知覺、記憶、想象、思
維（邏輯性、批判性、創新性）等
Hypothesis
Skimming
Scanning
Prediction
Inferences
Interpreting
Judging
Making associations
Deducing
思維：邏輯性、批判性、創新性
Making hypotheses（Guessing）
Before you read a text, look at the
title, the headings, and the
pictures. Then make hypotheses
about:
the topic of the text.
the opinions the writer will have.
the words the text will use.
how the text will make you feel.
Skimming
You can skim a text in different
ways. You can read:
the title and other headings and
look at the pictures.
the first sentence of each
paragraph.
the last sentence of each
paragraph.
the first and last paragraph.
Scanning
When scanning, you look over the
text very quickly without stopping
or trying to understand the text. You
are just looking for the information
you need.
When scanning, you look for
people’s names, places, numbers,
dates, and times, as well as other
key words.
Making predictions
While reading, readers think about what
action, topic, or words will come next.
For example, “I was on vacation in
Hong Kong, China, and I couldn’t
believe it when I saw...” Tell a partner
how you think this sentence will end.
Making and checking predictions while
we are reading will help us understand
and stay interested in the text.
Making inferences
To make an inference, you read a text,
sentence, or phrase, think about it, and
understand things about the text that are
not mentioned.
For example, “Suzy is relaxing on her
sofa”. We can infer:
Suzy is a woman;
Suzy is probably at home;
Suzy is probably lying down on her sofa;
The writer doesn’t tell us that Suzy is a
woman who is lying on her sofa at home, but
we can make these inferences from the
information in the text.
Making interpretations
To read effectively, we often need
to interpret the text, asking
ourselves, “What is the writer
saying
For example: (in a restaurant)
A customer said “You must be
joking” when he saw a bill. You can
interpret the customer to mean the
bill is very expensive and he wasn’t
expecting such a large bill.
Making judgments
That is to decide whether st is good or bad, right or
wrong, interesting or boring, fair or unfair, strange or
normal, etc.
For example:
“When I was 16, I only chose friends who were
attractive and good at sports. I didn’t take note of
whether they were kind to others.”
His reason for choosing friends was good or bad
His feelings were normal or unusual for a 16-year-old
He will find good friends this way
Making associations
To think about similar situations from our
own lives and associate the text with our
own personal knowledge.
For example: “It was the night before Lisa’s
final English exam, she was tired and
drinking a lot of coffee.” readers may think
about a similar experience they had. They
may think about:
where they were studying for their
English exam.
why they were still studying late.
how they felt while they were studying.
what happened in the exam (whether they
passed or failed).
Deducing the meaning of words
To guess the meaning of
words from the context we
find them in.
For example:
The brave firefighters tried
valiantly to save the family’s
pet from the burning house.
quietly
bravely
slowly
閱讀的技巧（Skills）
提高閱讀速度
（Increase reading rate）
速度遞增閱讀（如60秒增速）
重復閱讀（如200詞，正確率）
班級同步閱讀（確定最低目標，
教師到時提醒）
自控閱讀
閱讀的技巧（Skills）
驗證閱讀策略
（Verify reading strategies）
有聲思維（thinking aloud）
教師大聲朗讀，學生跟著閱讀
教師敘述心中的思維活動
鼓勵學生補充他們的想法
學生分組訓練
閱讀的技巧（Skills）
評估學習效果
（Evaluate progress）
閱讀檔案（reading portfolios）
制訂具體的目標
評價內容與目標一致
記錄學生進步
管理評估時間
交流評估後的結果

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