高中英语阅读理解障碍分析及解决方法初探总结

高中英语阅读理解障碍分析及解决方法初探目前高中英语阅读教学中存在的困扰是:虽然阅读教学一直倍受教师的重视,但教学效果并不理想。往往是学生的阅读理解成绩很低，甚至不及格。那么高中生阅读理解到底存在哪些方面的障碍，以及这些障碍产生的原因就很需要教师去探讨反思。

一、研究设计

研究目的

本研究的目的是要回答以下两个问题：

高中学生英语阅读理解中存在哪些障碍？

高中学生英语阅读理解障碍产生的原因有哪些？

根据这两个问题，就目前高中英语阅读理解的教学提出相应的解决方法。

研究对象

本研究对象是江苏省鈡庄中学中抽取六个班级，共计288名学生。

研究工具

调查问卷

调查问卷包括两大部分、十个方面共36个问题。问卷类型为封闭式，问题全部采用是否式。第一部分是语言障碍调查，内容涉及词汇、句法、语篇和文体，共3个方面，11个障碍。第二部分是非语言障碍调查，内容涉及认知心理——智力因素、认知心理——非智力因素、背景知识、语感、阅读目的、阅读技巧、阅读策略共7个方面，25

个障碍。要求调查对象根据自身实际情况如实选择。

访谈

访谈的对象是①抽查班级的英语任课教师，共3人；②抽查班级的学生，每班2人，共计12人。访谈提纲包括两部分，第一部分针对高中英语阅读教学的现状设计了5个问题；第二部分针对高中生英语阅读的现状设计了14个问题。

数据收集和分析

份。访谈采取一对260份，获得有效问卷288份，回收288本次调查问卷共发放

一面谈的形式，笔者将访谈内容用笔记录下来。

二、结果与讨论

高中生英语阅读理解中存在的障碍

语言障碍

表一词汇障碍

障碍 1 2 3

218 236 214 选择人数

83.85%

82.31%

90.77%

所占比例

表一的数据表明：高中生在词汇方面存在三种障碍。障碍一：90.77%的学生遇到较多生词时就难以理解文章；障碍二：82.31%的学生遇到较多生词时就不想再阅读下去；障碍三：83.85%的学生遇到生词可以猜测，虽然不影响文章大意，但对细节理解有影响。以上说明词汇是影响英语阅读理解的首要因素。高中生在词汇方面存在很大的障碍，主要表现为词汇量不足，且不善于处理阅读中的生词。

表二句法障碍

障碍 1 2 3 4

178 191 207 181 选择人数

68.46

73.46%

所占比例69.62

79.62

表二数据表明：高中生在句法方面存在四个方面障碍。具体为：1.

73.46%的学生遇到长句子时，不清楚句子结构二难以理解句意；2.

69.62%的学生在遇到较多复合句同时出现在一句话中时，难以判断句子成分；3. 79.62%的学生不理解句中的各种省略、倒装等句子结构；

4. 68.46%的学生对文章中多种时态交错使用时，容易形成理解上的误区而影响对文章的理解。由此可以看出学生在英语句子结构、时态等方面的句法知识掌握不完善。

表三语篇和文体方面的障碍

障碍 1 2 3 4

218 选择人数 190 205 165

83.85%

所占比例73.08%

78.85%

63.46%

表三的数据表明：高中生在语篇和文体方面存在四个方面的障碍。具体为：1.

的学生在阅读时，常常只理解句子的字面意思而难以理解句子的深层内涵；73.08%．

2. 78.85%的学生在阅读语篇或者段落时，能基本读懂大意，但时常抓不住支撑句；

3. 63.46%的学生不理解上下文的因果关系或者逻辑关系；

4. 83.85%的学生在阅读不同文体或者题材的文章时，遇到的困难各不相同。由此可以看出学生在语篇的文体等方面的遇到的困难要比其它方面的障碍大。

非语言障碍

表四认知心理——智力因素障碍

514355%

表四的数据表明：高中生在认知心理——智力因素方面存在障碍。具体为：1.

56.92%的学生在阅读时不能高度集中注意力，不知所读的内容或者无法读下去；2.

43.85%的学生在阅读时，常常顾了后面却忘了后面，说明记忆力障碍；

3. 60.38%的学生因为英汉语言和文化差异导致英语阅读中对字词的认知、句法及篇章理解产生歧义，说明存在思维障碍的学生比例最高；

4. 35%的学生在阅读时很难对文章内容形成大脑中的想象，说明阅读抽象思维想象存在障碍；

5. 55%的学生难以将自身已有的知识运用于阅读过程，难以由此及彼地联想到其它事物，说明一半以上的学生有阅读联想障碍。

表五认知心理——非智力因素方面的障碍

8

表五的数据表明：高中生在认知心理——非智力因素方面存在障碍。具体为：1.

61.92%的学生缺乏阅读的动力和内在需求；2. 51.54%的学生因为对英语阅读不感兴趣，所以很难投入到阅读中；3. 80%的学生开始时能够积极投入，但阅读遇到困难时往往难以坚持下去；4.40.77%的学生在阅读时有紧张、焦虑感，影响其阅读信息的吸收理解；5.41.54%

的学生阅读时对自己缺乏信心而不敢读或者不愿意读；6.23.46%的学生常对自己的英语老师教学感到不满意而产生抵触情绪，影响了阅读理解能力；7.71.15%的学生遇到不合自己口味的文章就毫无兴趣；8.

53. 85%的学生在阅读时会读出声音、指读、重复读、依赖字典读、边翻译边读等等现象，从而

影响阅读理解的效率。以上现象说明学生的阅读动机、阅读兴趣、阅读意志、阅读态度和阅读习惯方面的障碍比较大，不容忽视。

表六背景知识、语感、阅读目的方面的障碍

表六的数据表明：高中生在背景知识、语感、阅读目的方面存在三种障碍。障碍一：73.08%的学生因为不熟悉文章所涉及到的文化背景而难以理解文章；障碍二：69.23%的学生阅读时缺乏语感而导致注意力

过分集中在词汇辨认方面，而忽略了语篇的整体概念，降低了阅读的效率；障碍三：62.31%的学生阅读时缺乏目的或者目的不明确，或者是为了完成老师的任务而已。

表七阅读技巧方面的障碍

表七的数据表明：高中生在阅读技巧方面存在障碍。具体为：1. 69.62%的学生在阅读时不善于结合上下文猜测词义；2. 75.77%的学生不善于一句上文内容去预测下文内容； 3. 81.15%的学生在阅读时不善于在句中的关键词、识别重要的语法线索；；4. 76.15%的学生在阅读时找不准段落的主题句；5. 64.23%的学生不善于略读、查读。由以上可知阅读理解技巧障碍是高中学生英语阅读理解较大的障碍。

表八阅读策略方面的障碍

障碍 1 2 3 4

217 201 209 175 选择人数

83.46%

77.31%

所占比例67.31%

80.38%

表八的数据表明：高中生在阅读策略方面存在障碍。具体为：1. 77.31%的学生在阅读时不善于利用不同的技巧灵活应对不同体裁的文章；2.

80.38%的学生在阅读时很少想到阅读前、阅读中、阅读后该如何做；

3. 67.31%的学生在阅读时很少进行自我鼓励以减少焦虑；

4. 83.46%的学生在阅读时很少与他人合作或者征询他人的由以上可知阅读

理解策略障碍较大。意见，评价自己的阅读理解情况；

高中生英语阅读理解障碍产生的原因

以上调查结果显示了高中生英语阅读理解中存在的具体障碍，那么这些障碍产生的原因有哪些呢？通过面谈，我们了解到主要原因有以下几个方面：

教学目的有偏差，教学模式极端化

大多数教师为了应付高考而教学，为了分数而教学。教学内容缺乏趣味性，使学生处于一种被动应付状态，形成错误的阅读目的。学生的阅读理解仅仅是为了完成教师的任务或者为了考试，不能充分发挥主动性。

教学模式极端化，要么一味地采用传统的语法翻译法，要么一味地强调“自上而下”阅读模式对文章大意进行理解，要么一味地强调交际而把阅读课上成听力或者口语课。

忽视非语言因素的教学

很多同学甚至教师不了解非语言因素，不了解各种非语言因素与阅读的关系，不了解阅读方法和策略。在阅读课上，语法翻译法仍然大量

被教师使用，教学精力被大量花在了语言知识上，忽视了非语言知识和非语言因素的学习和运用。

强调权威性，缺乏自主性

由于传统课堂教学中过分强调教师的权威性和课本知识的绝对性，教学重结论轻知识探索过程。教师忽视教学情境的创设和意义的构建，使得学生所形成的知识教条化、僵化，学生不能对知识进行灵活迁移。

三、阅读理解障碍的解决方法

转变教学观念，寻求有效的教学模式

阅读理解的教学模式有很多种。在实际教学中，我们应依据学生的特点、教学条件的实际状况来选择适合学生情况和教学环境的方法，以求取得良好的效果。桂诗春的方法值得借鉴。该方法指出，只有亲自体验阅读过程，学生才能真正体会到阅读时一种“体验”、“预测”、“验证”和“肯定或修正”的过程。阅读教学中要采用先理解篇章意义

后学习语言点的模式。

语言障碍的突破

词汇方面，我们可以从以下四个方面入手：一要帮助学生掌握学科的单词记忆方法；二要积极培养学生的猜词能力；三要学生学会忽略生词，四要教给学生学习生词的方法。．

句法方面，使学生掌握英语句子分类和句子结构组成以及英语演讲

理解中常见的几种特殊句式，加强训练指代的识别及对时态的敏感度。语篇和文体方面，可以运用篇章理论和标题的作用来指导学生。

非语言障碍的突破

第一，要注重非语言因素的作用。我们要培养和提高学生的阅读注意力、阅读记忆力、阅读思维力、阅读想象力和阅读联想力。同时，要激发和维持学生的阅读动机，培养学生的阅读兴趣、阅读意志、积极的阅读情感和阅读自信心，融洽师生关系，完善阅读教学方法，端正学生的阅读态度。这可以从以下三个方面来实现：①选择合适的阅读教材；②建立良好的师生关系因材施教；③培养学生良好的阅读习惯。第二，丰富学生的背景知识。使学生注意平时的知识积累，学会利用各种媒体查阅背景知识。第三，培养学生的语感。语感是在大量阅读的基础上建立起来的，因而需要大量阅读。第四，帮助学生形成正确的阅读目的。第五，向学生介绍阅读技巧并引导学生学会使用这些技巧。第六，向学生介绍阅读策略并训练学生学会使用阅读策略。

总之，教师应根据高中生的实际情况不断地研究各种阅读障碍产生的原因和影响，提出切实可行的解决办法，教学生学会阅读，以求不断提高学生的阅读理解能力。

阅读障碍是一种很常见的学习障碍

阅读障碍是一种很常见的学习障碍 *导读：阅读障碍其实是一种很常见的学习障碍，出现率高 达10%—30%。英国伦敦卡斯商学院的一项调查发现，在出现学 习问题的儿童中，70%以上都是由于阅读障碍引起的。…… 北京师范大学心理学教授、全国学习障碍研究会副会长刘翔平告诉《生命时报》记者，阅读障碍其实是一种很常见的学习障碍，出现率高达10%—30%。英国伦敦卡斯商学院的一项调查发现， 在出现学习问题的儿童中，70%以上都是由于阅读障碍引起的。 记字慢、看书串行都是阅读障碍 乍听这个词，可能家长们会觉得陌生，但北京师范大学心理学教授、全国学习障碍研究会副会长刘翔平告诉《生命时报》记者，阅读障碍其实是一种很常见的学习障碍，出现率高达10%—30%。英国伦敦卡斯商学院的一项调查发现，在出现学习问题的儿童中，70%以上都是由于阅读障碍引起的。 具体来说，阅读障碍涉及了视觉、听觉、语调、语速、记忆等多方面问题，在表现上也各不相同。比如，有些孩子在识字方面有困难：记不住字，刚学的就忘;错别字连篇，经常多一笔或少一笔; 有时还会把文字的左右弄颠倒。有些孩子则在阅读时出问题：朗读时增字或减字;听写成绩很差;阅读时必须用手指着，不然就串行等。其他如精力难以集中，思维跳跃快;方向感、距离感差;

学习很容易疲劳等，也都属于阅读障碍。 早治疗就能克服 刘翔平说，目前看来，阅读障碍是个很复杂的“病”。“视觉、听觉、大脑神经功能障碍都是引起阅读障碍的原因。”所以，在治疗上需要专业人士的指导。如果视而不见，或是治疗不当，孩子还可能因为总得不到大人的理解，变得自卑、胆小，并引起一系列心理问题。 正是因为意识到这种问题的严重性，美国专门成立了阅读障碍协会，号召家长、学校更好地发现和帮助有阅读障碍的儿童。而在英国，也有着相似的机构，他们将阅读障碍作为一种病来进行专业治疗，治疗效果很不错。 伦敦卡斯商学院的朱莉·罗甘教授在她的一项最新研究中指出，在英美企业家中，每3个人中就有1个曾是阅读障碍患者，比如人尽皆知的美国微软公司创始人比尔·盖茨就曾是一名阅读障碍患者，而现在，得到了适当治疗的他，并没有因此受到影响。 换个颜色，多做标记 “如果家长发现孩子有阅读障碍的症状，千万不要责怪孩子，一味强迫他们学习。”刘翔平指出，首先，应该鼓励孩子，多对他们说“你能行”、“有进步”，以帮助孩子消除对阅读的恐惧; 接下来可以采取一些方法对孩子进行矫正，例如可以让他们选择自己喜欢的彩色垫板，放到书上，帮助他们集中精力;教他们一边阅读一边在重要的词语下划横线，不懂的地方做批注，这样能

高中英语阅读理解专项练习二(含答案)

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外研版高中英语必修一《阅读理解》专项练习题（含答案） Graham and his friends preferred to shoot up in their arms, necks and legs. A dealer once said Graham was the type who would never be able to turn back and that he expected him to die from the drug. Wendy feared the same, but di dn’t know how to save her son. “ Once, after he’d disappeared for more than a month, I found him at a friend’s house with a bunch of other users,” she said, “I got down on my hands and knees, begging him to come home. He did, but the next morning he was go ne. I don’t know what made him do it, but I drove 20 miles to the nearest train station. Graham was headed for Seattle, his pockets full of drugs. If I hadn’t gotten there in time, I would never have seen him alive again.” The turning point came in 2007, after Graham was arrested yet again for possession. Wendy got a call from the Montana Drugs Project, which works with local law enforcement（强制执行）to keep track of youth-related crimes so it can help families in trouble. Following a counselor’s advice, Wendy hired two men to come to her home in the middle of the night, tie Graham and take him to a treatment program in Thompson Falls, Montana. “I was high when they came and really angry with my mom,” he said, “But if she hadn’t done that, drugs would have killed me.” After six months of treatment, Graham, now 19, came back to Kalispell, where he’s grown close to Wendy once again. “I still have the desires every day and attend support meetings every night,” he said, “But life is worth living again. My mom thinks that’s a miracle. I guess she is right.” 1．The underlined phrase “shoot up” in paragraph 1 probably means_________. A．increase very quickly and suddenly B．put illegal drugs into the body by using a needle C．kill or injure someone by using a gun D．try to achieve a particular aim 2．When the two men came to their home in the middle of the night, Graham _______. A．had just taken drugs and was in the state of excitement. B．was sleeping in a high bed above the ground. C．had just taken drugs and was in the state of suffering. D．was quarrelling with his mother.

高中英语阅读理解题型解读、解题技巧及练习(教师版)

高中阅读理解题型解读（教师版） （一）阅读是获得更综合、更复杂、更精确信息的必要手段，考生在做阅读理解时，不仅要看懂文章的字面意思，还需要针对不同题材和体裁的篇目运用不同的方法作出正确的选择。一般来说，词汇、阅读速度和理解能力是阅读理解中三个最重要且有相互联系的因素。 阅读的方法可以使用以下几种： 1.跳读：就是快速的一步阅读法。实际上是有选择阅读，找关键词。用这种阅读方法回答who、what、when、where之类的问题最为有效。 2.略读：指比跳读慢些的二步阅读法。即泛泛地、粗略地快速阅读，目的是了解大意，对文章有个总的概念。此种阅读方法能回答why、how之类的问题。 3.精读：即最细致、最慢的深层阅读方法，目的是求得对所读文章的全部意义的理解与掌握。 在使用阅读技巧时尽量做到以下几点： 1.带着问题阅读短文。 2.找出主题句、确定中心思想。 3.推断单词、句子和文章的含义。 4.尽快选择答案。 （二）不同体裁文章的特点及解题技巧 1.记叙文 记叙文又可分传记类和故事类。传记类文章在阅读中时间是全文的关键，根据时间我们可以找到相关的事件，抓住文章的主要内容。故事类文章情节性较强，阅读时要注意故事中的时间、地点、人物和发生的事件，这些都是文章中的主要内容和信息，对于准确理解文章十分重要。 2.说明文 说明文是对事物的形状、性质、特征、成果或功用等进行介绍，解释或阐述的文章。把握所说明事物的特征和本质是理解说明文的关键。说明事物特征的方法很多，主要有定义法、解释法、比较法、比喻法、数字法、图表法、引用法和举例法等。 ●数字说明文 在阅读数字说明文时要特别注意文中数字的含义，从这些数字中可以找到文章的主要内容。 ●解释说明文 解释说明文着重说明事物的本质、特征和功用等。许多科普文章都属于这一类。在阅读这类文章时要学会解决what, how, why 等一类的问题。它们是文章的关键。如能带着这些问题阅读，将会更迅速抓住文章的主题。 ●比较说明文 比较说明文是通过对比方法说明问题。在阅读这类文章时要善于把握全篇陈述的基本倾向。作者在谈论一个有争议的问题时总要顾及到争议的各个方面。但是，在一般情况下，作者的陈述总要倾向于某一种观点。 3.应用文 应用文涉及的范围比较广，包括广告、通知、书信等。应用文一般语言简洁，省略及不规范的句子较多。阅读时一般要求考生全面掌握文章中提供的信息，并运用这些信息去解决问题。因此对题干的理解尤为重要。 阅读理解的考题分为客观理解题(是指在短文中客观存在的事实，客观信息的答案一般都可以在原文中找到。即理解文中的具体事实或抽象概念)和主观理解题(这类问题都不可能直接从原文中找到答案，须通过阅读文章对文章主旨和深层含义有更深理解，并据此进行判断和推理)。其中细节理解题和猜测词义题属于客观题；主旨大意题和推理判断题属于主观题。针对不同类型的题目，要在平时的练习过程中，结合具体的题目，给学生进行解题方法