基于“读思言”模式的高中英语阅读教学实践探究
A Practical Exploration of High School English Reading Teaching Based on the READ Model

《普通高中英语课程标准》(2017版)提出了“英语学习活动观”，意在促进学生在语言、文化、思维和学习能力等方面的融合发展，注重培养学生的阅读、思考和表达能力，以提高学生的英语核心素养。“读思言”模式的三大要素即阅读、思考、表达，意在通过阅读、思维、表达三者的协同作用，促进学生输入、理解与输出的融合发展，其内涵与新课程标准的教学理念不谋而合。本文以必修三第三单元“多元文化”中的“李兰的旅游日志”为例，探讨如何基于“读思言”模式设计一系列体现综合性、关联性和实践性英语阅读教学活动，有效引导学生学习理解语篇，运用所学，在新的语境中进行输出，促进学生语言知识与语言技能整合发展，提升思维品质，增强文化意识，提高学习能力，实践六要素整合的英语学习活动观。
The English Curriculum Standards for Senior High Schools (2017 edition) introduced the Activity-based Language Learning Approach, which is intended to promote the integration and development of students’ language competence, cultural awareness, thinking quality and learning ability, and emphasizes the cultivation of students’ ability to read, think and articulate, so as to improve students’ English core competencies. The three elements of the READ model, namely reading, exploring, articulating and developing, are intended to promote the integration of students’ input, comprehension and output through the synergistic effect of reading, exploring and articulating. The READ model connotations coincide with the teaching concepts of the new curriculum standards. This paper takes the text Li Lan’s Travel Journal from Unit 3 Diverse Cultures, Book 3, as an example to discuss how to design a series of comprehensive, relevant and practical English reading teaching activities based on the READ model, to effectively guide students to learn and understand the discourse, to utilize what they have learned, and to produce outputs in new contexts, so as to promote the integrated development of students’ language knowledge and skills, improve their thinking quality, enhance their cultural awareness, improve their learning ability, and put into practice the Activity-based Language Learning Approach.