教科書開放審定版後之英語教學

 「窮孩子一上國中就放棄英文」聯合報民意論壇 9-28-02 李家同

 「英文教學何必化簡為繁」聯合報民意論壇 9-29-02 周中天

 「學生的英文程度這麼差,我怎麼教?

 學生的英文程度差這麼多,我怎麼教?許多中小學英語教師常問的問題。


閱讀教材之定義

 任何可以用來增進學生英文閱讀能力之有語用情境的、有意義的文字。

 使用於閱讀課程之印刷品。

 為增進閱讀教學而編寫之英文教科書。

 老師指定的閱讀材料。


教材選用在閱讀教學中之角色

 要『因材施教』必須『選材施教』 

 越缺乏經驗之教師越依賴適切之選擇 

 適切之選擇可減低使用時之難度

  ■增進閱讀(教學)之效率

  ■決定教學的成敗


教材的難易度

 Easy materials

 Independent reading materials

 Instructional level reading materials

 Frustration level reading materials


以閱讀的目的來看

Intensive reading

For academic study

For information

For pleasure

For learning English

For taking exams

Extensive reading

For academic study

For information

For pleasure

For learning English


教材難易分級之意義

 To make input comprehensible

 To make reading meaningful

 To make reading acquisition possible

To reduce frustration of readers

To make learning & teaching more effective & efficient


教材分級的依據標準

Readability formula 

Vocabulary

Sentence Structure

Topic/content

Cognitive maturity

Learners life experience

Cultural concerns

Language acquisition order


從語言學習發展之歷程來看

From lang. Universal property to language specific property

From here-&-now to more remote

From self-related to others

From concrete to abstract concepts

From holistic to analytic expressions

From simple to complex passages

From input to interaction to output

From less comprehension to more


從教材的來源來看

Authentic materials

Simplified materials

Textbooks/basal

Environmental input


真實閱讀材料之例

Literacy works, literature works: fictions, non-fictions, & other genres.

Other printed matters: news papers, magazines, brochures, flyers, etc. 

Daily life functional writings: business or personal letters, phone bills, memos, notes, signs, flyers, etc.

E-matters: websites, e-mails, ads, etc. 


何謂適切的閱讀教材?

必須是多元化之安排

學習之目的決定教材之種類

學生之程度與需求是主要的考量依據

學習之效果之是主要之檢定標準

 

閱讀之方式與教材之配合

Independent reading

At least 90% comprehension & 95% accuracy

Instructional level

75%--80% comprehension & 90% accuracy

Frustration level

Lower percentage than the above

 

多元化教材之真正意義

難易度多層次化  主題內容多元化  教學進度彈性化  

評量多元化  廣度閱讀個別化

 

有效閱讀教學之關鍵

具創意且擅變之教師!

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