如何提高学生的阅读理解能力
时间：2020-02-19 07:54:21 来源：天一资源网 本文已影响 人 
近三年来，高考英语科对考生阅读能力的要求越来越高，主要体现在以下方面：阅读量加大、生词
数增多、猜测词义分量加重、强化了语段、语篇分析。如何提高学生阅读理解水平及解题能力，以适
应新的要求?笔者以为在教学过程中，教师根据高考阅读理解能力测试要求、试题特点，有意识地培
养学生掌握阅读技巧是解决问题的关键。
一、快速阅读训练
要达到《中学英语教学大纲》二级目标关于“读”的要求，教师应通过课文教学、补充阅读量，
对学生进行快速阅读训练，使他们掌握阅读技巧，从而提高理解能力。以下是快速阅读的几种方法。
1．养成泛读的习惯
培养泛读习惯，要从课文教学抓起。每教一篇课文时，可以先让学生进行限时阅读，然后做阅读理
解题。在整体吸收的基础上，要求学生对课文进行分段研读，在教师的指导下，掌握课文中的重点词
语、句型和惯用法。泛读与精读的紧密结合，旨在形成能力。帮助学生选好读物是培养泛读习惯的关
键。教师可帮助学生确定阅读目标，制订出科学的适合不同学生特点的阅读计划，以此来规范学生的
阅读行为。选择读物时，应体现内容的思想性、广泛性、新颖性、有趣性，体裁和题材的多样性，从
而激发学生的兴趣，增强他们搞好阅读的信心，扩大词汇量，提高阅读水平。
2．养成“成组视读”习惯
为了加快阅读速度，学生要养成“成组视读’’的习惯，要训练“扫视”意群、短语、句子甚至段
落的能力，逐步改变一眼只看一个单词的习惯。同时，要避免指读、顿读、出声读、回读等不良阅读
习惯。
3．养成计时阅读习惯
每次进行5至10分钟，不宜太长。要从阅读心理和阅读能力等方面确定阅读时间。长期坚持，学生的
阅读速度会大大加快。
二、词义猜测技巧，
对于阅读理解中碰到的生词一般采用猜测的方法来解决(人名、地名、组织机构名除外)。词义猜测
是提高阅读理解能力的一种最基本的方式，也是一种非常重要的方式方法。近年来，阅读理解题加大
了分量，反映了高考加强对考生学习能力的考查。猜测词义的方法通常有两种，即根据上下文和构词
法知识。具体来说，有以下方法：
1．根据定义或解释说明猜测词义
A resolute man is a person who once makes up his mind to do something; he won"t give it half way．
2．根据对比关系猜测词义
在but，however，yet，otherwise或though这些表示意义转折的词出现的句中，其前后的词有明显的对
比关系。根据已知的内容，通过这种对比关系，很容易猜测词义，例如：
Though Tom"s face has been washed quite clean，his neck still remains grubby．
3．通过因果关系猜测词义
当表示因果关系的信息词出现在有生词的句
中，就能够通过因果关系，依据已知部分，猜测出生
词的词义，例如：
The river is so，turbid that it is impossible to see the
bottom even when it is shallow．
4．根据语篇逻辑关系及常识猜测词义
运用逻辑推理能力，自身的生活经验和常识，根据上下文能读懂的部分，有时要理解整个语段或语
篇的逻辑关系，正确猜出词义，例如：
There must be solne support facilities as well，including roads to get to the hotel，electricity，sewers(阴沟)
to handle waste，and water．
5．根据同等关系猜测词义
At forty-two he was in his prime and always full of energy．
6．根据列举的事例猜测词义
You can take any of the periodicals：The World Of English，Foreign Language Teaching in Schools，or
English Learning．
7．根据构词法知识猜测词义
The American idea of the future is limited，however. It is the foreseeable future and not the future of involving
(牵连)many centuries．
三、准确找出语篇的主题句
段落的构成有其内在的规律性，其中心思想往往通过段落中的主题句来体现。因此，掌握这一规
律，迅速找出主题句，从而抓住中心思想，达到感知整个语段的目的，对提高阅读理解能力大有益处。
1．段落首句为主题句
As in China, the weather is different from area to area. In the north, the winters are
long and hard, with snow for six months of the year. The temperatures can fall to 60cc, that is 60cC below frcczing.
In the capital,Ottawa,the average of winter temperature is- 10cC, and in summer 21~C. The west coast of Canada is the wannest place
in winter. The average January temperature is 3°C, and in July it is 18~C. Here it rains a lot every month of the
year. (lesson 26, SEFC Book 2A)
2．段落中间或尾句为主题句
"The lion! It must be the lion from the zoo! "Mrs Cousins was frightened. At that very moment
the animal bent over the baby. Mrs Cousins held her breath, and her whole body went cold. The lion
was smelling the face of the sleeping baby. Was it hungry7 What was it going to do？Thoughts rushed through her head. How could she get the lion away from her baby? If she ran
towards it, it might attack her. Worse still, it could even carry off the baby in its mouth. She looked around the kitchen for something to throw at the lion.
Suddenly she had an idea. In the fridge there was a large leg of pork which she was planning to cook on Sunday. There was not
a moment to lose.
She picked up the leg of pork, went to the back door and opened it. The lion looked at her as
she swung the pork
in her hand so as to attract the lion"s attention.
"Here! Eat that! "she cried as she threw the leg of pork as far as she could onto the grass
away from the table.
The lion at once jumped off the table and ran to the meat. It picked it up in its mouth and
carried it into the bushes.
Mrs Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.
( lesson 46, SEFC Book 2 A)
3．段落没有主题句
没有主题句的段落并非没有主题思想，它们的主题思想不是由段落中的某句话表示的，需要学生自
己归纳总结。
Ten minutes later the police arrived. The lion could still be seen
数增多、猜测词义分量加重、强化了语段、语篇分析。如何提高学生阅读理解水平及解题能力，以适
应新的要求?笔者以为在教学过程中，教师根据高考阅读理解能力测试要求、试题特点，有意识地培
养学生掌握阅读技巧是解决问题的关键。
一、快速阅读训练
要达到《中学英语教学大纲》二级目标关于“读”的要求，教师应通过课文教学、补充阅读量，
对学生进行快速阅读训练，使他们掌握阅读技巧，从而提高理解能力。以下是快速阅读的几种方法。
1．养成泛读的习惯
培养泛读习惯，要从课文教学抓起。每教一篇课文时，可以先让学生进行限时阅读，然后做阅读理
解题。在整体吸收的基础上，要求学生对课文进行分段研读，在教师的指导下，掌握课文中的重点词
语、句型和惯用法。泛读与精读的紧密结合，旨在形成能力。帮助学生选好读物是培养泛读习惯的关
键。教师可帮助学生确定阅读目标，制订出科学的适合不同学生特点的阅读计划，以此来规范学生的
阅读行为。选择读物时，应体现内容的思想性、广泛性、新颖性、有趣性，体裁和题材的多样性，从
而激发学生的兴趣，增强他们搞好阅读的信心，扩大词汇量，提高阅读水平。
2．养成“成组视读”习惯
为了加快阅读速度，学生要养成“成组视读’’的习惯，要训练“扫视”意群、短语、句子甚至段
落的能力，逐步改变一眼只看一个单词的习惯。同时，要避免指读、顿读、出声读、回读等不良阅读
习惯。
3．养成计时阅读习惯
每次进行5至10分钟，不宜太长。要从阅读心理和阅读能力等方面确定阅读时间。长期坚持，学生的
阅读速度会大大加快。
二、词义猜测技巧，
对于阅读理解中碰到的生词一般采用猜测的方法来解决(人名、地名、组织机构名除外)。词义猜测
是提高阅读理解能力的一种最基本的方式，也是一种非常重要的方式方法。近年来，阅读理解题加大
了分量，反映了高考加强对考生学习能力的考查。猜测词义的方法通常有两种，即根据上下文和构词
法知识。具体来说，有以下方法：
1．根据定义或解释说明猜测词义
A resolute man is a person who once makes up his mind to do something; he won"t give it half way．
2．根据对比关系猜测词义
在but，however，yet，otherwise或though这些表示意义转折的词出现的句中，其前后的词有明显的对
比关系。根据已知的内容，通过这种对比关系，很容易猜测词义，例如：
Though Tom"s face has been washed quite clean，his neck still remains grubby．
3．通过因果关系猜测词义
当表示因果关系的信息词出现在有生词的句
中，就能够通过因果关系，依据已知部分，猜测出生
词的词义，例如：
The river is so，turbid that it is impossible to see the
bottom even when it is shallow．
4．根据语篇逻辑关系及常识猜测词义
运用逻辑推理能力，自身的生活经验和常识，根据上下文能读懂的部分，有时要理解整个语段或语
篇的逻辑关系，正确猜出词义，例如：
There must be solne support facilities as well，including roads to get to the hotel，electricity，sewers(阴沟)
to handle waste，and water．
5．根据同等关系猜测词义
At forty-two he was in his prime and always full of energy．
6．根据列举的事例猜测词义
You can take any of the periodicals：The World Of English，Foreign Language Teaching in Schools，or
English Learning．
7．根据构词法知识猜测词义
The American idea of the future is limited，however. It is the foreseeable future and not the future of involving
(牵连)many centuries．
三、准确找出语篇的主题句
段落的构成有其内在的规律性，其中心思想往往通过段落中的主题句来体现。因此，掌握这一规
律，迅速找出主题句，从而抓住中心思想，达到感知整个语段的目的，对提高阅读理解能力大有益处。
1．段落首句为主题句
As in China, the weather is different from area to area. In the north, the winters are
long and hard, with snow for six months of the year. The temperatures can fall to 60cc, that is 60cC below frcczing.
In the capital,Ottawa,the average of winter temperature is- 10cC, and in summer 21~C. The west coast of Canada is the wannest place
in winter. The average January temperature is 3°C, and in July it is 18~C. Here it rains a lot every month of the
year. (lesson 26, SEFC Book 2A)
2．段落中间或尾句为主题句
"The lion! It must be the lion from the zoo! "Mrs Cousins was frightened. At that very moment
the animal bent over the baby. Mrs Cousins held her breath, and her whole body went cold. The lion
was smelling the face of the sleeping baby. Was it hungry7 What was it going to do？Thoughts rushed through her head. How could she get the lion away from her baby? If she ran
towards it, it might attack her. Worse still, it could even carry off the baby in its mouth. She looked around the kitchen for something to throw at the lion.
Suddenly she had an idea. In the fridge there was a large leg of pork which she was planning to cook on Sunday. There was not
a moment to lose.
She picked up the leg of pork, went to the back door and opened it. The lion looked at her as
she swung the pork
in her hand so as to attract the lion"s attention.
"Here! Eat that! "she cried as she threw the leg of pork as far as she could onto the grass
away from the table.
The lion at once jumped off the table and ran to the meat. It picked it up in its mouth and
carried it into the bushes.
Mrs Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.
( lesson 46, SEFC Book 2 A)
3．段落没有主题句
没有主题句的段落并非没有主题思想，它们的主题思想不是由段落中的某句话表示的，需要学生自
己归纳总结。
Ten minutes later the police arrived. The lion could still be seen
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