如何打造高效的高三英语阅读课堂

摘要：高三阶段的学生面临着人生中一次巨大的挑战——高考。高三英语阅读教

学具有词汇量较大、文章较长、知识点过多等问题。所以，为了打造高效的阅读

课堂，实现学生阅读能力的提高，教师在实际教学的过程中，就要贯彻“教为主导，学为主体”的理念，有效提高学生的综合能力。

关键词：高效高三英语阅读课堂

高三阶段的学生普遍存在：对英语阅读缺乏兴趣、信心；对英语知识掌握不够牢固；句子结构意识模糊、阅读方法不够科学等问题。造成这些问题的主要因素为

学生的词汇量非常有限，不具备阅读的技巧，课外知识面狭窄等。所以，要想提

高阅读教学的质量，教师就必须解决这些问题，从学生的实际情况出发，构建多

样化的阅读课程，满足学生的学习和情感需求，最大限度提高学生的阅读能力。

本文结合笔者的实践经验，对于如何打造高效的高三英语阅读课堂进行了以下几

点分析和探究：

1、加强阅读策略的指导

在日常教学中，教师要重视学生阅读能力与效率的发展，指导学生应用正确、有

效的阅读策略，使学生掌握阅读理解的技巧，强化学生的阅读能力。首先，教师

要激发学生阅读的兴趣，将传统的以讲练为主的阅读教学模式转变为学生自主探

究学习的模式。并且，给予学生充分的自由阅读时间，根据学生阅读的成果进行

简短的讲评。其次，在阅读教学中，教师要引导学生掌握正确使用工具书、猜词、略读等基本的阅读技能。同时，教师要为学生规定阅读的时间，让学生有意识地

使用略读技能，并立足于整体，有效把握文章的中心句与主题句，对作者的意图、文章的结构进行有效的分析。

比如：在《Global warming》的教学过程中，本节课教学对象是处于一轮复习的高三学生，针对他们语言知识点遗忘过多的特点，笔者将教学目标设计为了在唤醒

学生环保意识的基础上，加强学生对高考考点句型和词组的记忆，同时，让学生

掌握理解阅读材料以及提取其中关键词句的方法。为了实现这一目标，笔者特别

注意阅读策略的引导，设置了由易到难的梯度阅读活动。首先，笔者借助多媒体

让学生看到了最后一块冰上的北极熊的图片，让学生深刻意识到了环境问题。然后，笔者为学生规定了八分钟的时间，让学生完成文本内容的阅读，并提取当中

的关键信息。在此环节，学生需要回答问题：Who is the writer?What are the two concerns of the firsr letter？等。为了在规定的时间内解答问题，学生纷纷使用了

相应的阅读技巧。在这样的模式下，学生对阅读技巧与方法的掌握就更加牢固了。

2、优化阅读课程的流程

要想完成高效的阅读活动的设置，首先，在课前，教师要为学生精心设计科学有

效的导学提纲，让学生联系提纲进行有效的复习。在此环节，导学提纲应该包括：学习要求、知识结构、训练习题等。其次，教师要为学生讲解重难点、易混点，

启发学生的思维，帮助学生梳理总结知识，形成系统化的知识体系，以便学生记

忆与掌握。然后，教师要为学生展示典型的例题，总结解题的规律。也就是说，

教师讲解的例题应该具备一定的综合性与典型性。通过这类题型的讲解，可以达

到举一反三的效果。同时，教师要重点讲解解题的思路与方法，让学生能够掌握

相关的技巧。最后，学生进行练习的题目应该是学生精心选择出来的，具有一定

的针对性、综合性。并且，教师要从知识网络的交汇点出发，从整体性上考虑，

设计较为新颖的题目，训练学生解决问题的能力。在阅读课堂上，教师要留出充

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阅读理解能力测试的主要要求是： 1．阅读材料，理解材料的主旨大意，以及用以说明主旨大意的事实和细节。2．既理解具体的事实，也理解抽象的概念。 3．既理解文章的字面意思，也理解深层含义，包括作者的态度、意图等。 4．既理解某句、某段的含义，也理解全篇的逻辑关系，并据此进行推理和判断。5．既能根据所提供的信息去理解，也能结合中学生应具有的常识去理解判断。根据这五项要求，我们可将阅读理解多项选择题归纳为以下几种题型：主题主旨大意，细节理解题，综合推理题，概括归纳题，观点归纳题，人物评价题，词义句义理解题，指代关系题，内容排序题等。下面结合自己平时教学中的经验体会，谈一谈做英语阅读理解题的技巧与策略。一．主旨大意题阅读理解首先要做到的就是掌握所读材料的主旨和大意，它是全文的概括与总结。能否抓住这个中心，取决于读者的总结能力。每篇短文都有其主题思想，而作者表现主题思想的手法各不相同。这就需要我们挖掘相同点，寻找解题的方法。常见题型： 1．主题型： What’s the main idea of this passage ? What does this passage mainly discuss? What’s the topic of this passage ? 2．标题型： What’s the best title? The best title for this text is (to tell ) ————. 3．目的型： The main purpose of this text is ————. The author’s purpose o f writing this text is to ————. What’s the main purpose of the passage?

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