當(dāng)代英語(yǔ)閱讀教學(xué)論王海皎
- 所屬分類：
- 作者：
王海皎 著
- 出版社：
冶金工業(yè)出版社
- ISBN：9787502452377
- 出版日期：2010-4-1
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￥26.00元
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圖書(shū)簡(jiǎn)介
本書(shū)是一本介紹當(dāng)代英語(yǔ)閱讀教學(xué)理論與實(shí)踐的專著。本書(shū)遵循理論與實(shí)踐相結(jié)合的原則，主要針對(duì)在當(dāng)代英語(yǔ)閱讀教學(xué)中存在的一些問(wèn)題，論及了閱讀過(guò)程中各種因素及其相互影響，并以建構(gòu)主義理論為基礎(chǔ)，從現(xiàn)代語(yǔ)言教學(xué)論的角度論述了在閱讀教學(xué)中如何轉(zhuǎn)化師生角色和培養(yǎng)學(xué)生的閱讀技能。本書(shū)借鑒了國(guó)內(nèi)外有關(guān)英語(yǔ)閱讀教學(xué)的大量理論與實(shí)踐，結(jié)合著者教學(xué)實(shí)際，為讀者提供了閱讀教學(xué)方面的豐富信息。
本書(shū)可供從事英語(yǔ)教學(xué)的人員及廣大英語(yǔ)愛(ài)好者閱讀使用。
目錄
Chapter 1 Breaking with Tradition in English Reading Instruction
1.1 What is the challenge for English teacher of reading in the years to come
1.1.1 The new ]iteracy
1.1.2 The new teacher
1.2 What makes decision making difficult
1.2.1 The comp]e~ity of the classroom
1.2.2 The basal reading textbook
1.3 Current instructional practices in reading
1.4 Becoming an instruction decision maker
Chapter 2 Instructing and Teaching Reading
2.1 What is the goal of reading instruction
2.2 What is reading and reading comprehension
2.2.1 What is reading
2.2.2 Reading comprehension
2.2.3 Making sense out of reading
2.3 Building a reading curriculum
2.3.1 Sub goals of holistic reading instruction
2.3.2 The interaction of reading sub goals
2.4 The importance of knowing how to instruct and teach reading
Chapter 3 Students Diversity
3.1 Diversity as a way of life
3.2 "Voice" as a key to diversity
3.3 Experiences and student diversity
Chapter 4 What Approach,or Method Should be Used
4.1 The distinction between teaching and instruction
4.2 Properties of instruction
4.3 Distinctions between direct and indirect instruction
4.3.1 Direct instruction
4.3.2 Indirect instruction
4.3.3 Summary of direct or indirect instruction
4.3.4 Combing direct and indirect instruction
4.4 Motivating
4.4.1 Integration within a single lesson
4.4.2 Integration across lessons
4.5 Approach to organizing reading instruction
4.5.1 Basal text approach
4.5.2 Language experience approach
4.5.3 Literature-based approach
4.5.4 Basing instruction in whole language
4.6 Instruction decision-making
……
Chapter 6 Helping Students Comprehend Text:Content Goals
Chapter 7 Helping Students Use Words:Process Goals
Chapter 9 Helping Students Study:Process Goals
Chapter 10 How to Establish a Literate Environment:the Key to Whole Language Instruction
Chapter 11 Assessing Students during Classroom Interaction
Chapter 12 Grouping Whole Collaborative and Reading Level
Chapter 13 How to Modify Basal Text Prescriptions
Chapter 14 How to Plan and Teach Lessons and Units
Chapter 15 How to Manage Reading Instruction References
