基于建构–整合模型的初中英语深度阅读教学策略研究

A Study on Deep Reading Teaching Strategies in Junior High School English Based on Construction-Integration Model

摘要: 在核心素养导向下，初中英语阅读教学逐步由知识传递转向思维发展与意义理解，但当前语篇阅读仍存在重语言点讲解、轻整体理解的问题，学生深层阅读能力有待提升。Kintsch建构–整合模型揭示了阅读理解由信息激活、命题建构到意义整合与情境生成的认知机制，与语篇深度阅读的目标具有较高契合性。基于该模型，结合初中英语阅读教学实际，分析建构–整合模型在语篇深度阅读中的理论价值，从主题图式激活、文本命题梳理、语篇关系整合以及迁移表达设计四个维度提出教学策略，以期为优化初中英语阅读课堂、提升学生语篇理解能力与思维品质提供理论参考与实践启示。

Abstract: Guided by the core competencies framework, junior high school English reading instruction has been progressively shifting from knowledge transmission to thinking development and meaning understanding. Nevertheless, current discourse reading teaching still suffers from an overemphasis on explaining language points at the expense of holistic comprehension, and students’ deep reading competence remains to be improved. Kintsch’s Construction-Integration Model reveals the cognitive mechanism of reading comprehension, progressing from information activation and proposition construction to meaning integration and situation model generation, which is highly compatible with the objectives of deep discourse reading. Grounded in this model and informed by the realities of junior high school English reading instruction, this paper analyzes the theoretical value of the Construction-Integration Model in deep discourse reading and proposes teaching strategies from four dimensions: thematic schema activation, textual proposition sorting, discourse relationship integration, and transfer-oriented expression design. It is expected to provide theoretical references and practical implications for optimizing junior high school English reading classrooms and enhancing students’ discourse comprehension abilities and thinking qualities.