论文部分内容阅读
传统的高中英语课堂阅读教学以单词、短语和句子结构的分析讲解为主,这种模式不利于学生整体语篇分析能力的提升,同时也会对学生阅读能力的提升产生阻碍。语篇分析不仅要求高中生掌握较多的英语知识点,而且还要求学生对阅读材料进行整体的结构分析。本文结合笔者的英语教学经验,针对语篇分析理论及其在高中英语课堂阅读教学中的应用进行探讨,并简要概括开展语篇分析教学的几个步骤。一、语篇分析的基本理论语篇分析理论最早出现在1952年美国学者哈里斯
The traditional high school English classroom reading teaching is mainly based on the analysis of words, phrases and sentence structures. This model is not conducive to the improvement of students ’overall discourse analysis ability, but also hinders the improvement of students’ reading ability. Discourse analysis not only requires high school students to master more knowledge of English, but also requires students to read the material for the overall structural analysis. Based on the author ’s teaching experience in English, this dissertation explores the theory of discourse analysis and its application in reading teaching in high school English classrooms, and briefly summarizes several steps in discourse analysis teaching. First, the basic theory of discourse analysis Discourse analysis theory first appeared in 1952, American scholar Harris