交互式教学法在大学英语阅读课堂的运用(英文)

2  The present situation and problems in English reading class
Teachers should be aware of the problem that students meet while reading and find means to improve reading ability.
2.1 The present situation of college English teaching in China
Now in china, the teaching approach has bad situation. In class, teachers are a leading role. Students study of passive. Teachers complain that the teaching is inadequate.   Moreover, most teachers doubted that their students can understand the instruction materials independently, deal with the comprehensive. As a result, teachers make full use of every minute in class to “teach” their students, while the students are busy taking notes when listening to their teacher attentively. Therefore, the teaching process is prolonged and teachers and students both feel tired. What’s more, the students cannot gain much from their learning. Some even do not understand the content of the passage after being taught, because they pay too much attention to the individual language points instead of the over-all meaning of the information that passage carries. Meanwhile, it has been observed that in China many students are unable to read efficiently, and frequently fail to comprehend texts. Most teachers attributed their students’ poor reading comprehension to linguistic deficiencies. Consequently, poor readers are encouraged to expand their vocabularies and to gain greater control over complex syntactic structures so as to improve reading comprehension. So most teachers focus mainly on the teaching of vocabulary and grammar attempt to help students improving reading comprehension. They think that students would have no difficulty in comprehending the whole text if they could gain the meaning of each word, each sentence, and each paragraph. But the result is not always satisfying.
Teachers all treat the texts as intensive reading both in the traditional textbooks and in the present used textbooks, in most of the traditional reading classes, teaching has remained at the level of words and sentences. Most of teachers still take the common traditional teaching procedure of reading courses as the following:
    (a) Students preview the text before class, mostly memorizing the words and understanding difficult sentences.
    (b) In the class, the teacher explains the texts word by word and sentence by sentence, translates difficult sentences into the mother tongue and lists all the language points in the texts, including words, phrases and complicated sentence structures.
    (c) After the explanation, the teacher check students’ comprehension by asking some questions, if having, but the check mostly rest on the understanding of the literal meaning.
2. 2 Problems and weakness of traditional reading teaching
    Traditionally, the teachers are seen as the provider of knowledge and the students dutifully assimilated the teachers’ words of wisdom, working their way ploddingly through the textbook. So Chinese students tend to consider their teachers as the main source of learning, which to a great extent results from the philosophical foundation for education in China lay by Confucius, one of the greatest thinkers in ancient China. Even today, no one can deny his unparalleled contributions to Chinese education. Many of his wise sayings and maxims still govern the behavior of learners in China. Take TEFL (teaching English as foreign language) for example, students are still accustomed to the speech dominated education by a teacher-centered, book-centered, grammar-translation method and an emphasis on tote memory. There is little student initiative and, if any at all, little student-student interaction. Teachers who are keen on spoon-feeding their students generally receive higher appreciation than teachers who are not. Any attempt from a teacher for simulated interactions such as games, role-plays, talk-based communicative activities, i.e. pair/group/team work, risks resistance or even resentment from the students. The students tend to associate games and communicative abilities in class with entertainment and, exclusively and accordingly, are skeptical of the use of games as learning tools. To make things worse, there are students who may go so far as to distinguish “good teachers” from “bad teachers” solely by how many pages they can cover in their notebooks. Teachers who advocate communicative approach to teach English are likely, though unfairly, to be considered lazy or irresponsible by some students.
    On the other hand, what the students need to learn in reading class is not only the knowledge about words, phrases or grammar, but also the reading skills. But the fact is not like this. When dealing with the reading comprehension either in class or in exams, students always feel frustrated because of the lack of efficient reading skills. When meeting with some new words, they do not know how to guess or infer the meanings; when meeting with a complex sentence structure, they do not know how to analyze it syntactically; when asked to choose a title for or infer the implied meanings of the passage, they still cannot find effective ways to such problems: even when there are no new words in a very short passage, they still cannot comprehend it thoroughly.转贴于 酷文网-论文下载中心 http://www.coolwen.net