一、引言
One, foreword
高等学校英语专业英语教学大纲对阅读课程教学目的描述为: 培养学生英语阅读理解能力和提高学生阅读速度;培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力; 提高学生的阅读技能, 包括细读、略读、查阅等能力; 并通过阅读训练帮助学生扩大词汇量、吸收语言和文化背景知识。阅读课教学应注重阅读理解能力与提高阅读速度并重。
English Teaching Syllabus for English Majors of reading curriculum teaching objective described as: cultivating students' English reading comprehension ability and improving the reading speed of students; to cultivate students' meticulous observation, language ability and hypothetical judgment, analysis and induction, reasoning test logic thinking ability; improve the students' reading skills, including reading, skimming, ability; and through reading training to help students enlarge their vocabulary, absorb the language and cultural background knowledge. Reading teaching should focus on reading comprehension ability and improve the reading speed of both.
一直以来，阅读课程多被认为是精读的补充，教学方法与精读类似。本文通过对阅读教材，教学模式和测试模式的分析，重新定位阅读课程，探索改革之道。对阅读教学改革的探索一方面会丰富英语阅读读的教学理论，另一方面会帮助教师更好地完成《高校英语专业教学大纲》提出的人才培养目标。
All the time since, the reading course is regarded as the intensive reading and intensive reading teaching method of supplement, similar. Based on the analysis of reading materials, teaching mode and the test mode, the re positioning of the reading course, explore the reform way. Exploration of the reform of teaching reading hand will enrich English reading teaching theory, on the other hand will help teachers to better accomplish the teaching syllabus for English Majors in Colleges and universities "" proposed the goal of cultivating talents.
二、教材的改革
Two, the reform of teaching materials
笔者通过对本校英语专业大二学生的学习情况的了解，发现目前使用的阅读教材《现代大学英语》的几大问题：文章较长，难道较大，题材单一（文学作品居多），课后练习单调，单元板块设置单一，没有阅读技巧。而本教材的优点也很突出，信息量大，内容丰富。同时笔者比较了市面上比较流行的的阅读教材，如《英语泛读教程》，本教材注重趣味，文体多样；每单元四部分，课文阅读和练习，阅读技巧，快速阅读练习和课外阅读扩展。《超越概念英语阅读教程》，本教材以主要英语国家的文化为切入点，文章新颖，时代感强，每单元有一篇主课文，一篇幅课文，在课文后面还有相关的阅读技巧和自测的三篇短文阅读。
The author through the learning of English Majors in the school Sophomore's understanding, found several major problems currently used reading textbook "modern university English": This article is long, difficult, a single theme (literary works), after-school practice monotone, unit plate arranged single, no reading skills. The advantages of this material is also very prominent, large amount of information, rich content. At the same time, the author compares the popular reading materials on the market, such as "English Extensive Reading Course", the teaching materials focus on taste, style and diverse; each unit four part, text reading and exercises, reading skills, fast reading practice and the extracurricular reading expansion. "Beyond the reading course" concept in English, the teaching material to mainly the culture of English speaking countries as the starting point, this paper is novel, the strong sense of the times, each unit has a main text, a text in the text space, there are three essays related reading skills and self-rated reading.
综合以上几套教材的分析，笔者认为优秀的阅读教材应该体裁多样，内容丰富，有技巧有练习，既有趣味性，可读性又能兼顾考试需求。于是笔者和同事们提出这样的教材设计理念，1. 泛读要大量阅读，提高阅读速度，是为”speed”; 2. 泛读要拓展知识范围，提高认知能力，是为 “spread”; 3. 泛读要激发学生的阅读兴趣，形成阅读习惯，是为 “stimulation”;4. 泛读要提高学生思维能力，深层次的理解世界，是为 “speculation”。这就是 “4S” 的教材改革理念，基于这种理念，笔者参与编撰了一套《4S大学英语阅读教程》。本教程一套共4册，每册分设12到15个单元，每一单元由3篇主文章组成，在文章之前有一个部分是对本单元的阅读技巧，思考重点，难句，单词的概括，旨在突出重点，给教学和学习以指导；在第1篇主文章后面有阅读技巧指导和练习；在第3篇主文章后面有还有3-5篇课后练习，本部分的练习跟专业四级的题型相当；最后还有一部分叫做愉快阅读，包括笑话，谜语，图片阅读，词汇扩展，以及发现式阅读，既老师提出一个问题，比如“在莫泊桑的《项链》中，这根项链值多少钱？”通过学生自主的寻找阅读材料的方式来解决问题。
Comprehensive analysis of the above several sets of teaching materials, the author thinks that good reading materials should be genre diversity, rich in content, have the skills to practice, not only interesting, readable and can both examination requirements. So the author and his colleagues put forward the idea of the design of teaching materials, the 1 reading to a lot of reading, improve reading speed, is "speed"; the 2 reading should expand the scope of knowledge and improve the cognitive ability, is "spread"; the 3 reading to stimulate students' interest in reading, reading habit is formed, "stimulation"; 4 extensive reading to improve the students' ability of thinking, deep understanding of the world time, is to "speculation". This is the "4S" teaching reform concept, based on this idea, the author participated in compiling a set of "4S College English reading course". This tutorial a set consists of 4 volumes, each volume is divided into 12 to 15 units, consisting of 3 main article of each unit, the article before a part is the unit of reading skills, thinking of key and difficult sentences, word summary, aims to highlight key points, for teaching and learning is to guide; the skills of reading instruction and practice in the next first articles main article; there are 3-5 article exercises behind the third article article, this part of the exercise with professional level Four Questions quite; and finally the part is called happy reading, including jokes, riddles, image reading, vocabulary expansion, and the discovery teaching of reading, not only the teacher puts forward a question, such as "in Maupassant's" the necklace ", how much is this necklace worth?" Through the student independently find a way to solve the problems of reading materials.
The preparation of reading materials to guide the reform of textbook, textbook compilation should be suitable for the general level of undergraduate students learning level, to read the method as the instruction, the incentive to improve students' autonomous learning, and gradually improve their English reading level.
三、教学模式的改革
Three, the reform of teaching mode
依据教学大纲，笔者提出课堂教学的三大基本原则：训练方法、增加知识、运用新知。
According to the teaching syllabus, the author puts forward three basic principles of classroom teaching: training methods, increase knowledge, the use of new knowledge.
首先，好的方法能有效提高阅读效率，阅读几大基本阅读方法如，跳读，略读，寻读，等不再累述。笔者提出从词汇和篇章的维度来总结阅读方法。词汇是学习的基础，Laufer(2001)认为,“不管是母语还是外语,不知道篇章中词汇的意义,是不可能理解篇章的”。学生词汇量的多少和词汇能力的高低,直接影响学生读写听说能力的发展”。词汇教学一直是英语教学的重点，根据奥苏贝尔(D.P.Ausubel)意义理论，有意义的学习优于机械单词记忆。词汇需要放在篇章中才能更好的记忆，在泛读中，遇到新单词，首先要做的是根据语境猜词词义。具体来说则是通过上下义关系，同义关系，反义关系，举例，定义，构词法等来猜词词义。在泛读除了理解词义还要能宏观的把握篇章结构，只有有意识地运用话语结构理论,才能更有效地培养和提高学生的阅读能力。具体说来，阅读需要训练学生逻辑思维，练习概要写作，分析写作顺序，了解体裁类别，了解作者的分类方式，正确推断隐含意义，判断原因和结果，判断事实和观点，区分比较和对比，提出问题和解决问题等。
First of all, good method can effectively improve the efficiency of reading, reading a few basic reading methods such as, scanning, skimming, search read, no longer tired out. The author proposes to summarize the methods of reading from the vocabulary and discourse dimensions. Vocabulary is the foundation of learning, Laufer (2001) thinks, "whether it is native or foreign language, do not know the meaning of words in a discourse, it is impossible to understand the text". Vocabulary and vocabulary ability level, directly affect the students to read and write the development of listening and speaking ability". Vocabulary teaching is always the focus of English teaching, according to Ausubel (D.P.Ausubel) theory of meaning, meaningful learning is better than the mechanical memorizing words. Vocabulary needed to put to better in the pages of memory, through extensive reading, encounter a new word, the first thing to do is to guess the meaning of context. Specifically it is through hyponymy, synonymy, antonymy, for example, definition, word formation to guessing the meaning of a word. In the extensive reading in addition to grasp the text structure understanding the meaning but also to macro, only the conscious use of discourse structure theory, it can be more effective to cultivate and improve students' reading ability. Specifically speaking, reading the need of training students' logical thinking, practice summary writing, writing sequence analysis, to understand the types of genres, classification of understanding of the author, the correct inference of implied meaning, judge the cause and result, judge the facts and opinions, to distinguish the comparison and contrast, ask questions and solve problems etc..
Secondly, how to increase the knowledge, the author puts forward the English Reading Course "four in one" teaching mode. Reading course is not an independent course, extensive reading and the other course closely, such as reading, grammar, survey of Britain and America, writing, translation. "Four in one" teaching mode, which is the basis of "vocabulary, grammar is the guarantee, translation is improved, the writing is to promote". English teaching reform in recent years, the use of focus words in the sentence, according to Ausubel's discovery learning theory, the learning content is not the way to the conclusion presented to the students, but asked the students cognitive structure is incorporated in the final before the first to engage in certain mental activities, such as re arranged and re organization or conversion of learning content. So when teaching vocabulary, should change the direct presentation, refer to the use of corpus in vocabulary and grammar had to put in a sentence, let the students to think and discover the rules of use of vocabulary and grammar usage habits. The author discovered in the teaching, can still have a large distance between read and be able to translate the article, therefore, to deeply understand the article, can translation is test reading effect way. Writing is an external manifestation of reading ability. Reading gradually understand, can be converted to the correct expression of writing. Most closely associated with reading the writing is to write summary (summary), summary writing is to improve students' ability of summed up, and exercise their logical thinking. In the teaching process through a full range of training, integration of resources, to achieve good teaching effect.
Use new knowledge refers to the known proposition directly convert to new situations similar to existing practice, "". Therefore, in the process of teaching reading should pay attention to the role of practice, guide the students to active learning, understanding the problem, solve the problem. In addition to the conventional selection out of vocabulary, reading comprehension exercises, the author designs a new practice mode is "contact problem". Is the teacher asks a question but does not provide the reading materials, let the students after class autonomous find reading material, and find the problem from the material of the answer. The specific application of this method can reflect the starting current teaching mode, and to mobilize the enthusiasm of the students and make them solve problems independently. Design of extensive reading class should be flexible, the teacher to create a relaxed and harmonious atmosphere for students, guide students to discuss the questions using the method of reading learning and new knowledge, infer other things from one fact, solve problems independently.
The reform of four, test mode
测试是教育评价的重要手段。测试能够对教学起到导向作用。测试应体现三大原则：可信性，测试能准确反映学生的真实水平；有效性，既有效测试本课程学生的知识掌握水平，并且测验结果能够体现测验所预期效果；发展性，既符合学生发展的实际情况，让学生能够发现自己的问题，并且发掘潜能，继续学习。测试还需要能够体现学生的积累和应用的能力，主要通过词汇，句法，语法，翻译，等考察学生运用积累的知识解决实际问题的能力，所以在阅读的试卷中一般会安排如下板块既快速阅读，仔细阅读，词汇选择，翻译实践,概要写作等。
Testing is an important means of educational evaluation. The test to the guiding role of teaching. Testing should reflect the three principles: credibility, the test can accurately reflect the real level of the students; effectiveness, master level not only effectively test the course knowledge, and test results can reflect the expected effect test; development, not only in line with the actual situation of the development of students, so that students can find their own problems, and explore the potential, continue to learn. The test also needs the ability to reflect the accumulation and application of students, mainly by means of vocabulary, syntax, grammar, translation, etc. The study students to use the accumulated knowledge ability to solve practical problems, so in reading papers will normally be arranged as follows plate is fast reading, read carefully, word choice, translation practice, summary writing etc..
传统的测试模式是期末考试，以纸质试卷的方式测试学生的学习情况。但是单一测试模式难以全面测试学生的学习情况，因此笔者提出综合性测试的概念。既除传统的试卷外，在平时的教学中增加了课外阅读的环节，以两种方式呈现，一种是直接提供阅读材料；一种是发现式阅读，通过设置问题，激励学生就会自主寻找答案，这种方法既能调动学生的积极性，趣味性，又增加了阅读量。那么在测试的时候，学生是平时阅读积累是测试的一个方面。由于传统英语考试中难以考察交际能力，而学生英语交际能力却较低。于是提出另外一种测试模式，让学生口头重述故事（retall the story）,次种方式侧重考察培养学生的交际能力。通过多种测试方式的结合能够更加全面的考察学生的学习情况，更加准确的把握教学重难点，提高教学成效。
Traditional test pattern is the final exam, to test the students' learning situation to test paper method. But a single test mode is difficult to fully test the student's learning situation, so the author put forward the concept of comprehensive test. In addition to not only traditional paper, extracurricular reading to increase the link in the regular teaching, present in two ways, one is direct reading materials; one is the discovery teaching of reading, by setting the problem, motivating students will seek the answers independently, this method can mobilize the enthusiasm of students, learning interest, and increase the amount of reading. So at the time of testing, students are usually reading accumulation is an aspect of testing. Because it is difficult to examine the communication ability of traditional English exam, and the students English communicative ability is low. Then another proposed test mode, let the students oral retelling Stories (retall the story), a way to focus on the inspection of cultivating the students' communicative competence. By combining a variety of test mode can inspect the students study more comprehensive, more accurately grasp the importance and difficulties in teaching, improve teaching effectiveness.
Five, conclusion
随着教学改革的不断深入，对于英语专业阅读课程的教学改革也提上日程，阅读课程能帮助学生奠定扎实的基础，为日后的深入学习提供支撑和保障。阅读课程的改革涉及到教材，教学模式和测试模式三个方面，缺一不可。只有更多的探索和改革，才能逐步消除教学过程中出现的问题，不断提高教学质量，为本课程教学的新发展做出贡献。
With the deepening of teaching reform, is also on the agenda for the teaching reform of the course of English reading, reading course can help students lay a solid foundation, to provide support and guarantee for further study in the future. The reform of reading course involves three aspects of teaching materials, teaching mode and the test mode, are indispensable. Only more exploration and reform, in order to gradually eliminate the problems existing in the teaching process, and continuously improve the quality of teaching, make contribution for the development of new curriculum teaching.
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