“图表法”排解中职学生英语阅读学习障碍

黄玉虹

(重庆市轻工业学校 重庆 400700)

中职学生英语阅读学习现状分析：缺乏语言学习的思维能力，主旨大意归纳不出来；课外阅读量少而不得法；缺乏总结分析能力，读后积累总结分析能力欠佳；几乎所有的阅读文章只要老师不讲，学生看不懂的现象大有人在，缺乏自主学习语言和解决问题的能力；从另一个角度来讲，“图表法”能更好地对英语文章进行拆分和整合，拆分的目的是理清文章的脉络和结构层次，达到读通读透的目的，整合的目的是语言知识的积累和语言最后的口头和写作输出。这样能让学生在解读该篇文章的时候更能一目了然掌握文章主旨脉络，把握文章细节，此方法尤其适用于说明文和议论文。为了更好地解读图表法在阅读训练中的应用，下面以一篇英语短文为例进行说明：

Do you think you can communicate without words？ A smile on your face shows you are happy or friendly. Tears in your eyes tell others that you are sad. When you raise your hand in class， the teacher knows you want to say something or ask questions. You shake your head， and people know you are saying “No”. You nod and people know you are saying “Yes”. Other things can also carry messages. For example， a sign at the bus stop helps you to know which bus to take. A sign on the wall of your school helps you to find the library. Signs on the doors tell you where to go in or out. Have you ever noticed that there are a lot of signs around you and that you receive messages from them all the time？ People can communicate in many other ways. An artist can use his drawings to tell about beautiful mountains， about the blue seas and many other things. Books are written to tell you about all the wonderful things in the world and also about people and their ideas. Books， magazines， TV， radios and films all help us to communicate with each other. They all help us to know about what is going on in the world and what other people are thinking about.

我们先把这篇文章的层次结构按照阅读顺序划分。首先，通读全文，先了解本文的主旨大意，划分文章层次。先从三个方面对该篇文章进行拆分：main idea， main facts， conclusion，这样拆分有助于学生从宏观上把握文章的主旨大意，更好地解读作者写这篇文章的目的和意义，即“We can communicate without words”，一般说来，说明文和议论文的主旨大意在文章的开头或结尾，这篇文章的主旨就出现在开头，虽然是一个问句开头，但从下面列举的事实不难看出，第一句就是本篇文章的中心句。main facts部分作者从“A smile on your face shows...”一路写到“Books， magazines， TV， radios and films all help us to communicate with each other”这里。Conclusion部分是文章的最后一句“They all help us to know about what is going on in the world and what other people are thinking about”。文章的整体脉络如下表所示：

其次，精读全文，找出支持论点的详细论据。完成该部分内容时，要一边精读，一边总结归纳，主旨大意和结论部分只有一句话不需要我们总结，关键是中间的main facts部分。比如“A smile on your face shows you are happy or friendly. Tears in your eyes tell others that you are sad. When you raise your hand in class， the teacher knows you want to say something or ask questions. You shake your head， and people know you are saying‘No’. You nod and people know you are saying‘Yes’.”从以上的划线处能总结出这其实描述的是肢体语言——body languages.从“A sign on the wall of your school helps you to find the library. Signs on the doors tell you where to go in or out. Have you ever noticed that there are a lot of signs around you and that you receive messages from them all the time？”得出，signs也是我们交流的方式之一。此外，还有“other ways”等。所以，“main facts”部分，我们通过归纳总结得出三个论据来说明本文的论点：body languages， signs， other ways. 用下图表示可能更清楚一些：

然后，关键句子提取文章主干，为下一步语言输出做准备。这一步在完成时要尽可能列举更详细的语言信息，为最后的整合做铺垫。比如，smile， tears， raise one’s hand， shake or nod one’s head分别指的是什么意思；不同场合的“signs”分别表示什么意思；“other ways”，还有哪些方面等。也就是说，在前面我们提取词或短语的情况下，尽可能连词成句，连句成段，为语言顺利输出做好准备，今后聊到相关话题时有一定的语言积累和知识传输。

最后，语法水平薄弱、片面地进行单词识记是中职生阅读英语文章时最大的问题，图表法则能有效解决这一问题，可改变学生的定式思维和学习习惯，真正以语言应用为目的进行学习。应该说能够避开应试教育的约束，在一种轻松自由的环境中学习更能激发学生学习英语的兴趣和积极性，寻求适合自己的、更有效的学习方法。对于老师而言，教无无定法，教师应根据学生的需求及时调整自己的教学方法，把学生在初中英语学习时失去的自信找回来，重新定位学习语言的方向和意义。总之，图表法只是众多阅读方法中的一种，学生在学习英语文章时，只要理清思路，把控细节，掌握不同题材的阅读方法，便能达到事半功倍的效果。