语篇分析在初中英语记叙文阅读教学中的应用探究

The Application Study of Discourse Analysis in the Teaching of English Narrative Reading in Junior High School

摘要: 自义务新课标实施后，不少教师关注到课程内容中语篇的分析与处理，并开始注重语篇理解对学生思维能力的培养。但在实际的英语阅读教学过程中，教师不由将重心落在词汇语法的处理和对表层信息的理解上，忽略引导学生对语篇的主题意义进行深入挖掘，不利于学生阅读能力的发展。据国内中学英语教学现状调查数据显示，当前约75%的初中英语阅读课堂仍以词汇、语法、句子翻译为主线，语篇整体解读与主题意义探究落实不到位，学生阅读停留在信息提取层面，高阶思维训练缺失。因此，本文试图以《英语》(人教版)阅读课文为例，基于语篇分析的基础，从what，why，how三个方面对文本进行全面分析，以求更深入地剖析记叙文阅读文本的内涵和逻辑，为之后师生高效地进行英语阅读学习提供有力的支撑和引领。

Abstract: Since the implementation of the new curriculum standard, many teachers have paid attention to the analysis and processing of discourse in the curriculum content, and have begun to focus on the cultivation of students’ thinking ability through discourse understanding. However, in the actual process of English reading teaching, teachers inevitably focus on the processing of vocabulary and grammar and the understanding of surface information, neglecting to guide students to deeply explore the thematic meaning of discourse, which is not conducive to the development of students’ reading ability. According to the survey of junior high school English teaching practice, about 75% of reading classes still focus on language points instead of discourse analysis, leading to students’ superficial comprehension and lack of critical thinking. Therefore, this article attempts to take the English People’s Education Press reading text as an example, based on discourse analysis, to conduct a comprehensive analysis of the text from the three aspects of what, why, and how, in order to further analyze the connotation and logic of narrative reading texts, providing strong support and guidance for teachers and students to effectively learn English reading in the future.