儿童英语教育的研究（上）

In English teaching, reading is considered to be the most important part of the fiveskills. At the same time, reading ability is one of the main standards to test the level ofstudents‘language proficiency.

According to the observation of English reading class, it is found that in today‘sEnglish class, students are passive learning and lack of active thinking, they only acceptthe knowledge taught by the teachers.

Teachers pay more attention to how to let thestudents memorize words, phrases and useful expressions, some of them seldom payattention to the meanings and the author‘s intention in the article.

The students just stiffly master some words, phrases and sentences. Students are absolutely ignorant ofthe text structure and the views of implication, and evaluate their own text.

The English compulsory education curriculum standard (2011) puts forward fivegoals for students‘ reading. For junior high school students, when entering junior 3, the students need to achieve level 5 on reading.

Here are some detailed descriptors for level 5 on reading. Students should be able to infer and understand the meaning of the new words according to the context and word formation and understand the logical relationship between the sentences in the passage.

Students should be able to find out the theme of the article, understand the plotof the story and predict the development of the plot and the possible outcome.

Students should be able to read the appropriate level of the common style of books and uses im reading strategies to get information for different purposes.

Students should beable to use the dictionary and other tools to read and students‘ extracurricular reading should be accumulated to more than 160 thousand words.

In addition, in the current high school entrance examination, direct reading comprehension questions account for 20 points, indirect items like Cloze and Task-based reading account for 20 points, they account for 40% of the total score.

Therefore, the reading ability has a direct impact on the students‘ test scores and thesubsequent study.

在英语教学中，阅读被认为是 重要的部分。与此同时，阅读能力是测试学生语言能力水平的主要标准之一。

根据英语阅读课的观察，在今天的英语课上，学生是被动学习和缺乏主动思维，他们只接受老师传授的知识。

老师更关注如何让学生记住单词、短语和有用的表达，其中一些很少注意到文章的意义和作者的意图。

学生们只会生硬地掌握一些单词、短语和句子。学生完全不了解文本结构和隐含的观点，并对自己的文本进行评估。

《英语义务教育课程标准(2011)》提出了学生阅读的五个目标。对于初中学生来说，进入初中时，学生需要在阅读方面达到5级。

这里有一些关于阅读的5级的详细描述。学生应该根据语境和词汇的形成来推断和理解生词的意义，理解文章中句子的逻辑关系。

学生应该能够找到文章的主题，理解故事的情节，并预测情节的发展和可能的结果。

学生应该能够读懂普通书籍的适当水平，并使用阅读策略来获取不同目的的信息。学生应该能够使用字典和其他工具来阅读，学生的课外阅读应该积累到超过15万字。

此外，在目前的高中入学考试中，直接阅读理解问题占20分，间接项目如Cloze和基于任务的阅读帐户20分，占总分的40%。

因此，阅读能力对学生的考试成绩和学习成绩有直接的影响。

Definitions of Critical Reading

Traditional English reading teaching focuses on the students‘ language knowledgeand language skills, is often lack of the cultivation of students‘ reading ability.

Most ofthe students have no condition to accept the text of the view.

They are less likely toanalyze the information of the text and rarely questioned and evaluated. Critical readingis different from the traditional receptive reading. It is not the so-called sarcastic andnegative. It pursues high level and deep reading, which is a kind of positive andpersonalized reading. Critical reading emphasizes the self - consciousness and self -control in the reading process, actively construct knowledge through the constantdialogue, communication with the author and form their own point of view.At present, critical reading has been widely used in linguistics and education, andmany scholars have stressed the need to study and teach critical reading. Many scholarsemphasize on the research and teaching of critical reading. In the west, from elementaryschool, students are encouraged to think independently, to the University, criticalreading has become a required course. The critical reading teaching in China isgradually being valued by peo.For critical reading, scholars have a number of different definitions, which can bedescribed as benevolent see benevolence and the wise see wisdom.In the late1970s，the United States has set off a campaign of educational reformwith the focus of critical thinking. Critical reading, as an effective way to developcritical thinking, has begun to receive widespread attention and research. Hafner (1974)defines critical reading as a process of thinking, in which readers are discussing theproblem of enlightening to learn how to use language and understand concepts. In 1979,British linguists Roger Fowler and Kress published the book Language and Control.The book is the first to mention the concept of critical linguistics and critical discourseanalysis methods. Critical discourse analysis is the first to provide a theoretical guidefor the critical reading teaching. This is a major progress on critical reading teaching atthe theoretical foundation aspect.

批判阅读的定义

摘要传统英语阅读教学注重学生的语言知识和语言能力，往往缺乏培养学生的阅读能力。

大多数学生没有条件接受这一观点。他们不太可能分析文章的信息，很少质疑和评估。

批判性的阅读与传统的接受性阅读不同。这不是所谓的讽刺和消极。它追求高层次和深度的阅读，这是一种积极和个性化的阅读。批判性阅读强调阅读过程中的自我意识和自我控制，通过与作者的交流，与作者交流，形成自己的观点，积极构建知识。目前，批判性阅读已广泛应用于语言学和教育领域，许多学者强调学习和教授批判性阅读的必要性。许多学者重视批判性阅读的研究和教学。在西方，从小学开始，学生们被鼓励独立思考，对大学来说，批判性阅读已经成为必修课。中国的批判性阅读教学逐渐被人们所重视。对于批判性的阅读，学者们有很多不同的定义，可以被描述为仁慈的仁慈和智慧的智慧。late1970s,美国引发了一场教育改革的批判性思考的重点。批判性阅读作为一种有效的发展思维方式，已经开始受到广泛的关注和研究。Hafner(1974年)将批判性阅读定义为思考的过程，读者们正在讨论如何使用语言和理解概念的问题。1979年，英国语言学家罗杰·福勒和克雷斯出版了《语言与控制》。这本书是第一个提到批判性语言学和批判的话语分析方法的概念。批判性话语分析是第一个为批判性阅读教学提供理论指导的分析。这是批判性阅读教学在理论基础方面的重大进展。

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