基于语篇研读的初中英语阅读教学实践
Practical Implementation of Discourse Analysis in Junior High School English Reading Instruction

语篇研读是引导学生开展主题意义探究活动、培养英语学科核心素养的前提。但在初中英语阅读教学中，仍存在教师语篇意识不足、教材语篇意义不足等情况，使教师对如何通过开展语篇研读提升阅读教学实效存在困惑。因此，本文以人教版初中英语八年级下册Unit 5 Section A 3a阅读教学为例，阐述了如何通过语篇分析创设与单元主题密切相关的教学文本，促进综合教学与评价。通过语篇研读，教师可以加深学生对文本信息和知识的理解和内化，并促进独立主体知识的转移和创新，提升阅读教学效果和促进学生深层学习。此外，本文还强调了阅读教学中持续评价的重要性：教师通过循环的评价、反思和调整，可以不断提高自己的语篇研读技能，从而培养学生的英语学科核心素养，实现有效的教学成果。
Discourse analysis serves as a prerequisite for guiding students to engage in thematic exploration activities and cultivating core literacy skills in English language studies. However, in junior high school English reading instruction, challenges persist due to insufficient awareness of discourse analysis among teachers and inadequate discourse significance in teaching materials. This paper takes the eighth-grade Unit 5 Section A 3a reading instruction from the People’s Education Press junior high school English textbook as an example to illustrate how to enhance reading instruction effectiveness through discourse analysis. By employing discourse analysis, teachers can deepen students’ understanding and internalization of textual information and knowledge, facilitating the transfer and innovation of independent subject knowledge and promoting deep learning among students. Furthermore, the paper emphasizes the importance of ongoing evaluation in reading instruction. Through cyclic evaluation, reflection, and adjustment, teachers can continuously enhance their discourse analysis skills, thereby fostering students’ core competencies in English language studies and achieving effective teaching outcomes.