图书介绍
当代英语阅读教学论pdf电子书版本下载
- 王海皎著 著
- 出版社： 北京：冶金工业出版社
- ISBN：9787502452377
- 出版时间：2010
- 标注页数：312页
- 文件大小：9MB
- 文件页数：327页
- 主题词：英语－阅读教学－教学研究－英文
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图书目录
Chapter 1 Breaking with Tradition in English Reading Instruction 1
1.1 What is the challenge for English teacher of reading in the years to come 1
1.1.1 The new literacy 2
1.1.2 The new teacher 3
1.2 What makes decision making difficult 5
1.2.1 The complexity of the classroom 5
1.2.2 The basal reading textbook 7
1.3 Current instructional practices in reading 10
1.4 Becoming an instruction decision maker 14
Chapter 2 Instructing and Teaching Reading 19
2.1 What is the goal of reading instruction 19
2.2 What is reading and reading comprehension 20
2.2.1 What is reading 20
2.2.2 Reading comprehension 22
2.2.3 Making sense out of reading 23
2.3 Building a reading curriculum 29
2.3.1 Sub goals of holistic reading instruction 29
2.3.2 The interaction of reading sub goals 30
2.4 The importance of knowing how to instruct and teach reading 38
Chapter 3 Students Diversity 40
3.1 Diversity as a way of life 40
3.2 "Voice"as a key to diversity 43
3.3 Experiences and student diversity 44
Chapter 4 What Approach,or Method Should be Used 46
4.1 The distinction between teaching and instruction 46
4.2 Properties of instruction 47
4.3 Distinctions between direct and indirect instruction 50
4.3.1 Direct instruction 51
4.3.2 Indirect instruction 55
4.3.3 Summary of direct or indirect instruction 56
4.3.4 Combing direct and indirect instruction 57
4.4 Motivating 58
4.4.1 Integration within a single lesson 59
4.4.2 Integration across lessons 59
4.5 Approach to organizing reading instruction 60
4.5.1 Basal text approach 60
4.5.2 Language experience approach 62
4.5.3 Literature-based approach 65
4.5.4 Basing instruction in whole language 68
4.6 Instruction decision-making 70
Chapter 5 Helping Students Feel Good about Reading 74
5.1 What are attitudes and why are they important 74
5.2 Developing metacognitive control 74
5.3 Instructional emphases in attitude goals 75
5.3.1 The literate environment 76
5.3.2 Direct teacher guidance 76
5.4 Teaching attitude goals at various development levels 77
5.4.1 Emergent literacy stage 77
5.4.2 Initial mastery stage 78
5.4.3 Expanded fundamentals stage 80
5.4.4 Application stage 82
Chapter 6 Helping Students Comprehend Text:Content Goals 84
6.1 The components of content goals 84
6.1.1 Role of text structure 85
6.1.2 Role of purpose 86
6.2 Who is metacognitive control 86
6.3 Instructional emphasis in content goals 86
6.3.1 The literate environment 86
6.3.2 Direct teacher guidance 87
6.3.3 Role of teacher's questioning 88
6.4 Content goals and writing 89
6.5 Teaching content goals at various development levels 90
6.5.1 Emergent literacy stage 90
6.5.2 Initial mastery stage 92
6.5.3 Expanded fundamentals stage 95
6.5.4 Application stage 97
Chapter 7 Helping Students Use Words:Process Goals 99
7.1 The written code 99
7.2 Distinguishing between word recognition and vocabulary 100
7.3 Components of word recognition 101
7.4 Components of vocabulary 106
7.4.1 Routine vocabulary skills 107
7.4.2 Metacognitive vocabulary strategies 107
7.4.3 Developing student metacognitive control 108
7.5 Instructional emphasis in word recognition and vocabulary 110
7.5.1 The literate environment 110
7.5.2 Direct teacher guidance 111
7.5.3 Integration of word recognition and vocabulary 115
7.5.4 Role of fluency 115
7.5.5 Role of the dictionary 116
7.5.6 Role of teacher questioning 117
7.5.7 Integration with writing 118
7.6 Teaching word recognition and vocabulary at different development levels 119
7.6.1 Emergent literacy stage 119
7.6.2 Initial mastery stage 120
7.6.3 Expanded fundamentals stage 121
7.6.4 Application stage 121
Chapter 8 Helping Students Use Comprehension Strategies:Process Goals 124
8.1 Important distinctions about comprehension 124
8.1.1 Distinguishing comprehension from word recognition and vocabulary 124
8.1.2 Distinguish comprehension from remembering 125
8.1.3 Distinguishing comprehension processes and content goals 126
8.2 Types of comprehension strategies 127
8.2.1 Initiating strategies 128
8.2.2 During-reading strategies 130
8.2.3 Post-reading strategies 132
8.3 Instructional emphases in comprehension processes 133
8.3.1 The literate environment 134
8.3.2 Direct teacher guidance 134
8.3.3 Role of teacher questioning 135
8.4 Teaching comprehension at various development levels 136
8.4.1 Emergent Literacy Stage 136
8.4.2 Initial mastery stage 149
8.4.3 Expanded fundamentals stage 140
8.4.4 Application stage 143
Chapter 9 Helping Students Study:Process Goals 147
9.1 Defining study strategies 147
9.1.1 Distinguishing study strategies from comprehension 148
9.1.2 Distinguishing study strategies from content goals 148
9.2 Types of study strategies 149
9.2.1 Locational strategies 149
9.2.2 Rate strategies 150
9.2.3 Remembering strategies 151
9.2.4 Organizing strategies 152
9.2.5 Studv habits 154
9.3 Instructional emphasis in study strategies 154
9.3.1 The literate environment 155
9.3.2 Direct teacher guidance 156
9.3.3 Integration with writing 157
9.4 Teaching study strategies at various developmental levels 157
9.4.1 Emergent literacy stage 158
9.4.2 Initial mastery stage 159
9.4.3 Expanded fundamentals stage 160
9.4.4 Application stage 161
Chapter 10 How to Establish a Literate Environment:the Key to Whole Language Instruction 164
10.1 Importance of a conceptual foundation 164
10.2 Purpose of a literate environment 166
10.3 What a literate environment look like 167
10.4 Physical environment——one of literate environments 169
10.5 Creating a literate environment 176
10.5.1 Decide on the goals you wish to develop 176
10.5.2 Decide which components you want in the literacy cycle 177
10.5.3 Allocate sufficient time for instruction 177
10.5.4 Employ indirect instruction 177
10.5.5 Orchestrate the physical,intellectual,and social-emotional environments to create desired conditions 177
10.5.6 Match groupings to specific activities and goals 179
10.5.7 Monitor activities in terms of desired goals 179
Chapter 11 Assessing Students during Classroom Interaction 180
11.1 Changes in literacy assessment 180
11.2 Conditions that result in individual differences 181
11.2.1 Aptitude for verbal learning 181
11.2.2 Perseverance 183
11.3 Guidelines for classroom literacy assessment 185
11.3.1 Students 185
11.3.2 The teacher's role 186
11.3.3 Assessment practices 187
11.4 Assessing through portfolios 189
11.5 Organizing portfolios 191
11.5.1 Ongoing assessment devices 191
11.5.2 Observations 193
11.5.3 Conferences 195
11.5.4 Collections of performance results 197
11.5.5 Periodic portfolio growth conferences 198
Chapter 12 Grouping Whole Collaborative and Reading Level 202
12.1 Purpose of reading groups 202
12.2 Kinds of reading groups 202
12.3 Information needed to form reading groups 206
12.3.1 Collecting information to form whole groups 206
12.3.2 Collecting information to form collaborative groups 207
12.3.3 Collecting information to form reading level groups 209
12.4 Monitoring student progress in groups 212
12.4.1 Collecting data about attitude goals 213
12.4.2 Collecting data about process goals 214
12.4.3 Collecting information about content goals 219
Chapter 13 How to Modify Basal Text Prescriptions 221
13.1 Strengths and weaknesses of basal 221
13.2 Modifying basal text reading groups 224
13.3 Modifying basal text units 226
13.4 Modifying basal text lesson 229
13.5 Modifying basal text seatwork 234
Chapter 14 How to Plan and Teach Lessons and Units 236
14.1 Stating objectives 236
14.2 Important aspects of unit planning 239
14.3 Lesson planning using indirect instruction 243
14.4 Lesson planning using direct instruction 248
14.4.1 Planning direct instruction for process goals 249
14.4.2 Planning direct instruction for content goals 253
14.4.3 Analyzing planning decisions 255
14.5 Planning for the subtleties of instruction 263
14.5.1 Lesson length 263
14.5.2 Introducing the lesson 264
14.5.3 Showing students how 265
14.5.4 Mediating student acquisition 267
14.5.5 Practice 270
14.5.6 Transfer to real reading 271
Chapter 15 How to Manage Reading Instruction 273
15.1 Allocating time to read 273
15.2 Planning for effective classroom activity flow 275
15.2.1 Physical arrangement 275
15.2.2 Patterns 276
15.3 Managing the academic content of reading 283
15.4 Ensuring sustained student engagement 285
15.4.1 General teacher's action 285
15.4.2 Specific teacher action 287
15.5 Steps in creating a management system 292
References 296