基于词块积累的阅读干预策略在学困生英语教学中的应用

The Application of Reading Intervention Strategies Based on Lexical Chunk Accumulation in English Teaching for Underachievers

摘要: 当前中小学英语阅读教学中，英语学困生普遍存在词汇记忆碎片化、逐词解读文本、语篇整合理解能力薄弱、阅读策略储备不足等问题，造成这种现象的原因是学生长期以来孤立识记单词的机械记忆方式，未建立词块认知意识。传统以单个词汇为核心的授课模式，难以从根源上推动学生阅读素养持续发展。本研究界定词块、英语学困生、阅读干预策略三大核心概念，梳理英语学困生阅读学习的典型困境与生成成因，依托读前、读中、读后完整课堂流程，构建以词块积累为核心的分层阅读干预方案，并明确课堂落地实施要点。研究旨在为基础教育阶段英语执教教师提供可落地、可操作的阅读教学实施路径，帮助英语学困生修正低效阅读习惯、建立词块思维，全方位发展英语阅读素养。

Abstract: In current English reading teaching in primary and secondary schools, underachieving students commonly suffer from fragmented vocabulary memorization, word-by-word reading, weak discourse comprehension and insufficient reading strategies. Such learning challenges stem from learners’ long-term mechanical memorization of isolated words and lack of lexical chunk awareness. The traditional word-centered teaching mode cannot fundamentally promote students’ sustainable development of reading literacy. This study defines three core concepts including lexical chunks, English underachievers and reading intervention strategies, sorts out typical reading difficulties of underachievers and their contributing factors, and constructs hierarchical reading intervention schemes centered on lexical chunk accumulation covering pre-reading, while-reading and post-reading stages. It also clarifies key implementation guidelines for classroom teaching. The research intends to provide practicable teaching routes for frontline English teachers at basic education stage, so as to help underachievers correct inefficient reading habits, establish lexical chunk thinking and comprehensively develop their English reading literacy.