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1、英语阅读教学中的文本解读与使用摘要：阅读教学不仅仅是对语言点的处理，也不仅仅只是对文本信息的浅层寻找与理解。每一篇阅读文本都有丰富的内涵，关键需要教师在阅读教学中充分解读文本，并在阅读教学中加以体现。基于英语新课程标准中要求培养学生的语言技能，语言知识，情感态度，学习策略，文化意识的五维目标，笔者选取了课外的一篇阅读材料，来探讨文本的深度解读与处理的视角与策略，以帮助学生学习文本，提高阅读课堂的效率。关键词：文本解读、背景知识、语言知识、阅读技能、情感态度一、 文本解读的概念及必要性西方的text（文本）一词，源于拉丁文的texere，本意是波动、联结、交织、编织，并因此衍生了构建、构成、建造
2、或制造等意义。另有本文、正文、语篇和课文等多种译法。根据柯林斯高阶英语学习词典上的定义：A text is a book or other piece of writing, especially one connected with science or learning. 因此，我们所说的文本就是用来进行英语教学的文章或段落。何谓解读？新出版的现代汉语规范词典收录了对解读的释义:“通过分析来理解。”那么教师的文本解读就可以理解为教师对文本的感知、理解和评价,进而产生感受、体验和理解并形成对文本材料的价值取向的一个过程（汤如琴， 2011）。普通高中英语新课程标准（实验）明确提出：高中英语课
3、程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。这五维目标相辅相成、相互促进。而通过观察我们老师的英语阅读教学课，我们不难发现我们的老师缺乏对阅读材料的仔细解读，阅读教材在教师的眼里成为“字、词、句、段、文”的堆砌，任何一篇题材和体裁的文章都只是语言点和语法知识点的集合。这与我们新课标提倡的适应学生个性需求、提高学生自主学习能力、提高学生人文素养等理念相违背。阅读教学不应该只是对语言点的
4、处理，也不仅仅只是对文本信息的浅层寻找与理解。每一篇阅读文本都有各自的多元内涵，因此这需要我们在文本解读的过程中去挖掘其深层次的涵义，并在阅读设计中加以体现。既然“文本解读”是通过分析来理解英语教学的文章或段落的过程，那么如何行之有效地解读文本，最大程度挖掘文本的教学价值，明确教学目的，进而让学生对所学的文本感兴趣是一门值得深度研究的学问。因此，教材解读显然不仅仅包含语言知识的解读，它应该是全方位的，包括各个方面。基于新课标的五维目标，笔者选取了课外的一篇材料，来探讨文本的深度解读与处理的视角与策略，以帮助学生学习文本，提高阅读课堂的效率。二、 文本的解读与处理笔者选用的材料取自格林童话中的“
5、The Pied Piper of Hamelin(哈莫伦的花衣吹笛人)”，故事叙述的是在德国一个名叫哈莫伦（Hamelin）的村落，老鼠肆虐，村民十分烦恼。市长召集全城市民开会，商量怎么对付这么多的老鼠。大家说了好长时间，谁也想不出好办法。这时来了一个自称是捕鼠能手的外地人，市长向他许诺，只要能除去鼠患，必有重酬。于是他奏起笛子，鼠群闻声随行，被诱至河边淹死。事成，市长反口，吹笛人离去。当晚，正当村民熟睡之时，吹笛人回來，吹起笛子，孩子们闻声随行，被诱至一个山洞內，困在洞中再也没有回来。这则阅读材料以时间顺序展开叙述，从故事的开头、发展到结局都有明显的时间状语，通过这一写作方式可以帮助学生更
6、好的理解故事的写作手法。笔者认为，在进行阅读前，首先需要对学生进行背景知识的激活，意即导入，引导学生有目的的进入阅读；其次，文本中有许多平时出现频率较低的单词，因此，基于文本，利用上下文语境猜测词义能帮助学生促进对文本的理解。第三，文章以时间顺序描写，文中出现了很多关于心理、态度、语言等地细节描写，基于这一写作手法，提炼出问题，可以帮助学生获得文章主旨；第四，这则材料较长，涵义深刻，可以引导学生在文本理解的基础上引入到“诚信”这一情感态度，并为下文的以读促写做好准备。三、 文本的多元解读1.侧重背景知识的激活阅读是作者与读者之间的一种交流，阅读教学对于课堂中的师生也是如此。在解读文本时发现文章
7、是以时间顺序这一手法进行描写，如果引导学生直接进入阅读，相信学生也能接受，但是学生对于话题理解会显得突兀。所以，在这时，引入话题，唤起学生获得与文本相关的知识。笔者认为这种文本处理的方法，帮助学生建立了阅读意识，即让他们获知是在什么样的背景下进行文本阅读的。同时，教师在帮助学生激活背景知识的过程中，学生获得了理解文本的更充分的信息（Anderson, 2009:12）。Step 1 warming-up1 Lead in by watching some pictures. Picture 1: a lot of hares swarmed over Australia in the 19th
8、 century .Look! They are flocking around a cave. There used to be no hares in Australia .Later, They were brought in from Europe and all at once they multiplied very quickly because of the warm climate and plenty of grass in Australia. The hares consumed too much grass so that they threatened the li
9、fe of sheep. Thanks to the scientists, a certain mosquito was invented which could spread a deadly virus among hares .As a result, t he mosquito rid Australia of the disaster.Picture 2: It looks like a nightmare. A shiver of fear ran through me at the first sight of this picture. Billions of locusts
10、 are flying in all directions, blocking the roads in Australia. These are two examples of ecocatastrophe that both happened in the history of Australia. They teach people a harsh lesson. 2.Present the new words and read them.反思：当学生对于所学的内容不熟悉的时候，教师就应该帮助学生唤醒已有的背景知识，通过所了解的内容对文本的学习进行一个铺垫。在本环节中，笔者通过两幅图片让
11、学生关注“ecocatastrophe”，并由此引入文本话题-“鼠灾”。笔者认为，在接触文本之前，适时的背景知识的导入会促进学生对文本的理解。2. 侧重语言知识高中英语阅读教学承担着培养学生语言运用能力的重要任务，学生不仅要准确理解阅读材料内容，还要学习材料中蕴含的语言知识，并把所学知识运用于新的情景（赖朝晖，2011）。阅读文本是由词汇、句子和句群组成的，词汇教学不是彼此孤立的机械识记，尤其体现在阅读教学中。教师应更多地帮助学生培养根据上下文推断、理解生词含义的能力（课程标准,2001.10）。在解读该文本中，发现文本中有很多平时出现频率较低的单词，所以笔者通过情景教学帮助学生理解、识记，并
12、编词成文，激发学生兴趣，应用语境教学。情景：在“导入”这一环节中，运用两张图片，配以文字教学，把孤立的词汇通过图片串联成一个事例，使学生根据背景走入文本，并根据图文渗透了词汇教学。让学生在阅读中获取大量的知识和信息的同时，侧重在上下文的语境线索中推测新单词的含义。有了语境的支撑就可以强化学生对这些单词的理解，达到词汇教学的有效性。3.侧重阅读技能观察目前英语阅读教学的现状，侧重阅读技巧一直是教师处理文本惯用的一个角度。因此在文本处理中，笔者根据对于文本的解读适时采用了快速阅读、细读、推断、预测、讨论等阅读技巧。Step 2 Fast-reading What trouble did the c
13、itizens in Hamelin have?Find the writing order of the story and the key words of the order.Step 3 Careful-readingTask 1 Read the text carefully and divide the text into four parts and summarise each parts main idea.Task 2 ScanningScan the text and answer the questions below:1) What kind of life did
14、the citizens in Hamelin live?2) Which words did the author use to indicate the plague of rats was so terrible?3) To whom did the people turn to for help to get rid of the rats?4) Did they think of a way to solve the problem?5) Did the Mayor keep his word?6) How much was he willing to pay?7) What kin
15、d of person do you think is the Mayor?8) Imagine what the piper would do.9) Who were attracted by the sound of the pipe this time?Task 3 Discussion What was the real cause of their death? What do you think is very important in getting along with others?反思：阅读技巧的掌握与运用是促进阅读能力提升的催化剂。在本堂课中，笔者根据文本的理解让学生在市
16、长食言的情况下预测故事的发展，引起了学生对阅读文本的兴趣，有助于学生阅读活动的顺利进行。通过快速阅读，抓住了文本的写作顺序，对文章的表层进行了有力的把握。通过对文章的理解，提炼出问题，由浅到深，由宏观到微观引导学生进行了细读、查读，并在此基础上引发学生思考、讨论，从而达到了文本理解的全面化与深层化。4.侧重情感态度 在阅读教学中，对以文化、艺术、习俗、世界形势状况为主题的文本，教师可以以培养学生的文化意识和情感态度的目标为指导来解析、处理文本，从而构造拥有文化内涵和情感渗透的课堂。在此文本教学中，笔者先让学生在理解完文本的基础上讨论故事的寓意，引入“诚信”这一主题，深化了文本的情感态度，并以读
17、促写，构造了具有丰富文化内涵和情感渗透的课堂。Step 4 Writing Discuss the meaning behind the story and tell your friend LiMing what youve learnt in this class. Dear LiMing, Today, I learned a story in my English class. The story just describes _, but behind the story I learn that _is very important in getting along with ot
18、hers. After todays class, I understand we should keep what we have promised. Only in this way can we _. Yours, _反思：在阅读中渗透情感教育，这样的阅读能塑造学生的心灵，使学生形成积极向上的情感和活泼开朗的个性，认识自己学习的优势与不足，乐于与他人合作，并趁学生的情感体验正处于高峰阶段的机会，适时组织仿写或创作活动。这样就能达到以情感态度促进阅读，以阅读促进写作，以写作提升阅读的目的。四、 结语什么样的英语阅读教学课才是有效的？什么样的文本解读才是合理的？笔者认为只有进一步发展学生综合
19、语言运用能力，着重提高学生用英语学习，用英语进行思维和表达的能力，以学生的视角来评价阅读和阅读教学的有效性，多元化解读文本、全方位分析教材，英语阅读课的有效性才能达成。参考文献：1. 柯林斯高阶英语学习词典；2. 现代汉语规范词典；3. 赖朝晖.2011. 例析高中英语阅读教学中语言运用能力的培养J.中小学外语教学（中学篇）.(4):27-32;4. 汤如琴.2011.11高中英语文本解读策略初探新作文（教育教学研究）；5. 普通高中英语课程标准（实验）-人民教育出版社；6. Anderson, N. J. 2009. Exploring Second Language Reading M.
20、北京：外语教学与研究出版社.附: 文本材料THE PIED PIPER OF HAMELIN Once upon a time， on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest folk who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, a
21、n extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way by killing them. All at once, however, the rats began to multiply. In the end, a black sea of rats swarme
22、d over the whole town. First, they attacked the barns and storehouses, then, for lack of anything better, they gnawed the wood, cloth or anything at all. The one thing they didnt eat was metal. The terrified citizens flocked to plead with the town councillors to free them from the plague of rats. Bu
23、t the council had, for a long time, been sitting in the Mayors room, trying to think of a plan. What we need is an army of cats! But all the cats were dead. Well put down poisoned food then . . . But most of the food was already gone and even poison did not stop the rats. It just cant be done withou
24、t help! said the Mayor sadly. Just then, while the citizens milled around outside, there was a loud knock at the door. Who can that be? the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in bright
25、ly coloured clothes, with a long feather in his hat, and waving a gold pipe at them. Ive freed other towns of beetles and bats, the stranger announced, and for a thousand florins, Ill rid you of your rats! A thousand florins! exclaimed the Mayor. Well give you fifty thousand if you succeed! At once
26、the stranger hurried away, saying: Its late now, but at dawn tomorrow, there wont be a rat left in Hamelin! The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out
27、they scampered from doors, windows and gutters, rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current. By the time the sun wa
28、s high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment. Fifty thousand florins? exclaimed the councillors, Never. A thousand florins at least! cried the pied piper angrily. But the Mayor broke in. The rat
29、s are all dead now and they can never come back. So be grateful for fifty florins, or youll not get even that . . . His eyes flashing with rage, the pied piper pointed a threatening finger at the Mayor. Youll bitterly regret ever breaking your promise, he said, and vanished. A shiver of fear ran thr
30、ough the councillors, but the Mayor shrugged and said excitedly: Weve saved fifty thousand florins! That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard
31、 it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest
32、till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when the last child had gone into the darkness, the door reaked shut. A great l
33、andslide came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other children would ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyones heart and was passed down from father to son through the centuries.
