吴本虎学友之园:综合认知能力发展探究

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吴本虎:不多读多写,就不要奢谈英语读写策略 2017-08-06

  在初中英语教学中,自己不读、不写的老师怎么教得好英语读写呢?

  老师自己不多读、不多写,又怎么能够教出多读、多写的学生来呢?

  老师自己不多读、多写能奢谈什么读写策略吗?

  发展读写策略的一个基本前提就是多读、多写。一方面,多读多写能够使发展读写策略成为自己的迫切需要。另一方面,发展读写策略又能够为多读多写提供强大的技能支撑。两者之间是相辅相成、相互促进的。

  In middle school English teaching, how can a teacher teach reading and writing successfully when he or she does not read widely and fails to write regularly?

  How can a teacher with very limited reading and writing expect his or her students to read widely and write regularly?

  Can a teacher with very limited reading and writing have his or her expertise in English reading and writing strategies?

  The prerequisite for developing English reading and writing strategies is the practice of reading widely and writing regularly. On the one hand, the practice of reading widely and writing regularly necessitates more and more efficient reading and writing strategies. On the other, the development of reading and writing strategies powerfully provides strong technical support for the practice of reading widely and writing regularly. As a matter of fact, reading and writing practice and the development of reading and writing strategies support each other and promote each other.

posted on 2017-08-06 02:38 吴本虎 阅读(2) 评论(0)  编辑  收藏


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  语言是认知的源泉。
  语言不仅是交际工具,而且是认识世界、改造世界和创造世界的源泉。
  语言始终在人类认识世界、改造世界和创造世界的过程中发展与丰富本身。
  所以,英语教学的目标不能长期局限于“培养交际能力”,而应当将“发展包括语言能力、思维能力、感知能力、记忆能力等在内的综合认知能力”作为新的目标。--吴本虎

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