独立学院大学英语阅读存在的问题与对策

独立学院大学英语阅读存在的问题与对策
独立学院大学英语阅读存在的问题与对策

独立学院大学英语阅读存在的问题与对策

摘要本文从分析独立学院学生英语阅读存在的主要问题入手,结合大学英语阅读教学实践,探讨了大学英语阅读教学的应对措施。

关键词独立学院;英语阅读;对策

英语阅读是大学英语教学中的重要环节之一,它为学生英语学习提供了重要的、充足的语言输入材料,也是他们提高英语听、说、读、写、译的基础。笔者通过对中南林业科技大学涉外学院阅读教学现状进行调查了解之后,发现不少学生至今不会阅读或者说不会有效地阅读,这就需要我们从学生进入大学校门起就要抓好阅读教学,找出存在的问题,探索解决的办法,以便不断地改进和提高大学英语教学水平。

1 独立学院大学英语阅读教学存在的问题

现阶段,独立学院大学英语阅读教学基本模式基本上还是以教师为中心,以语言输入为主,注重语言知识的传授与讲解。这种模式突出了教师的主导作用,而忽略了授课对象的阅读能力的培养,存在诸多问题。

1.1学生词汇量不足,语法基础知识不扎实

学生的阅读速度一般与词汇量成正比。根据《大学英语课程教学要求》对学生英语能力的三个层次的要求,达到一般要求需“掌握的词汇量应达到约4795个单词和700个词组(含中学应掌握的词汇)”;其中约2000个单词为积极词汇;实际上,笔者在教学中发现,本校独立学院的大部分学生词汇量尚达不到“一般要求”规定的词汇量,这也决定了学生的阅读能力欠缺。尽管教师传授了一些阅读技巧,但因学生词汇量问题无法正常运行。

另一方面,虽然学生们进入大学之前已经完成了语法基础的学习,但是在掌握的程度上是因人而异、参差不齐的。表现在阅读上为:有些学生遇到长难句型或词汇量大、句中伴有插入成分的语句时则不会正确识别和处理,造成理解失误,从而影响了阅读理解的正确性。

1.2教师教学方法单一,缺乏互动性,学生被动学习

独立学院教师阅读教学基本上以课本教学为主,教师主导了课堂教学。有些教师为完成教学任务或考虑到独立学院学生英语基础水平相对差一些的原因,更是“满堂灌”,缺乏与学生进行互动和交流。这种教学方式导致学生遇到新课文时,仍然习惯于等待老师逐句地讲解,自己不会按段落来进行阅读,寻找中心句,缺乏正确的归纳、分析和推理能力,阅读水平难以提高。

1.3缺乏对课外阅读的监督检查和评价体系

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