如果只是采用传统的阅读方法, 通过学习词汇和进行语法分析来学习阅
读是收不到预期效果的, 只有通过学习阅读技巧, 才能达到提高阅读理解
能力和提高阅读速度的目的.快速阅读法就是利用视觉运动的规律, 通过一定的方法训练, 在较短的时间里阅读大量的书报资料. 它的构成有阅读文学材料的快速性, 阅读文学材料的无声性, 阅读方法的科学性.
1. 阅读文学材料的快速性
要想达到此目的, 关键是眼肌能训练, 即用特殊方法, 使眼肌能灵活自如,
达到视角, 视幅, 视停, 视移等视觉 最佳状态. 训练方法可按手指法(即目
光随着手指左右,上下移动,头不要摇动), 图谱法(如点,圆,抛物线等图形目光
沿着图形而快速移动),词谱法, 投影仪进行快速阅读的基本功训练. 当眼肌能
训练适应之后, 可采用快速阅读初级方法之一: 跳读法--眼光从一个"字群"
跳到另一个"字群" 进行识读(字群是由多个单词组成的)这个过程眼球按"凝视
──跳跃──凝视"的程序进行连续,不断运动,如:
The man in /the brown coat /was reading a book.
当跳读练习熟练之后, 可进行练习扩大视力识读文字的单位面积的训练. 首先
进行五个单词的练习, 其主视区总应放在中间, 也就是主视中间的3个单词,
两边单词用余视力扫视. 如:
/We /have a color / TV /
在练习五个单词达到熟练之后, 就可加宽视区练习, 一下看六个单词,七个单
词, 甚至达到九个单词, 逐渐加宽视区范围, 延长目光移视长度, 这样就能缩
短凝视时间, 达到快速阅读的目的.
2. 阅读文字材料的无声性
上面只是快速阅读的先决条件, 速读的关键还在于"无声"训练, 在阅读速度上,
无声要比有声快, 因为无声阅读只是运用眼和脑两大器官, 因而它的速度要快,
快速阅读的信息变换方式为: 书面信息-->眼睛扫描信息-->大脑记忆中枢的信息.因此我们应用特殊的方法和手段消除读音和心音, 特殊手段就是用自身单声调鼻音, 单声调心声或外界背景音乐抵消并消除读音和心音的手段, 对特殊顽固的不发音不能阅读的人, 还可用一套自创歌曲, 边唱边读, 最后达到无音阅读.
3.阅读方法的科学性
我们在阅读的时候, 必须通过直觉, 联想, 相象, 逻辑分析和综合判断等一系列思维活动, 才能把顺次进入视觉的一连串文字信号转换成概念和思想, 完成阅读过程, 要完成其过程, 必须具备以下几个条件:
1) 自信心: 一个人要想在快速阅读上获得成功,首先要有自信心,在快速阅读时,
自信心是很重要的,只要我们坚信我们能成功, 通过长期苦练就会实现的.
2) 集中注意力: 快速阅读的同时还要求快速记忆, 这就要求在阅读时, 不仅
要阅读,而且要记, 要理解, 这是 一个高难度的思维活动, 没有集中的注意力是很难保证"速读"的完成.
3) 快速理解──快速阅读的催化剂. "理解" 就是利用已有的知识经验, 去获得新的知识经验, 并把新的知识经验纳入已有的知识经验系统中, 理解可分为直接理解和间接理解.直接理解就是在瞬息之间立刻实现的, 不需要任何中间思维过程,与知觉融合在一起, 在这种情况下, 主要是通过瞬间忆起以前所得的知识, 选取立刻所需要的知识. 而间接理解的实现需要通过一系列复杂的分析综合活动, 快速阅读用的是中间理解法, 它包括推断法: 实行快速阅读的人往往根据几个单词推断出一个句子, 由句子推知整个段落的意思,这就需要多读书, 知识积累越多, 知识面越宽, 理解力越强, 快速阅读中的推断能力才能越高. 正是由于这种推断, 眼睛才能停顿到最有信息含义的地方上. 英语中使用的推断法之一是学会略过哪些无关紧要的词汇. 如:
The usual life span for shanghai men is 72 years.
如果我们阅读时不知道"span"的词义, 我们也完全可以看懂句子意思是"通常上海男子的寿命是72岁". 推断法之二是利用英语构词法推断词义, 构词法由转换,派生与合成三部分构成.
4) 抓住关键词句: 为了提高阅读速度首先应抓住关键词句, 因为它是联接上下
文的纽带, 快速阅读时只注意瞬时关键词, 其它便可迎刃而解, 抓住关键句子就是找出主题句, 主题句是文章中用来概括大意的句子, 主题句往往是每个段落的第一个句子, 有时可能是最后一个句子, 在特殊情况下可能出现在段落当中, 通过识别主题句, 可以快速, 准确地抓住文章中各个段落的主要意思, 如果能把每一段落的大意抓住了, 那么全篇文章的中心思想也就把握住了, 在阅读中识别主题句,并准确理解其意思, 可帮助我们了解作者的行文思路,分析文章的内容结构,搞清楚各个段落 之间的逻辑关系,有利于提高阅读的速度和理解的准确性.
5) 快速阅读能促使快速记忆. 快速阅读时人的注意力高度集中, 连续的快速阅
读是一种强化活动, 强化活动能够巩固和促进快速记忆的成果. 强化记忆有三个层次: 一是死记硬背(这是必要的,不可缺少的层次). 二是联想记忆. 三是理解记忆.以阅读现代记叙文类(童话故事,作文选等)为例: 要求硬记的是文题, 作者, 文章时间, 地点, 人物, 姓名, 名人名句等; 要求联想记忆的故事情节(事件起因, 事件发展, 关键情节, 高潮情节, 事件结局); 要求理解记忆的关键词, 关键句, 中心语,段首语,事件性质,人物命运, 作者态度,人称变化,词语概念,文章含义或中心思想等.总之, 快速阅读能促进理解的质量, 促进理解的速度, 促进快速记忆。
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. would blank out because of nervousness and fear. I couldn’t think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said ,"My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn’t even write them down!"
These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student cant write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease .Learned information then comes out without difficulty on a test.
An expert at the University of California explains. With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very GREat."
mda.com
1.To "blank out" is probably______.
a. to be like a blanket
b. to be sure of an answer
c. to be unable to think clearly
d. to show knowledge to the teacher
2.Poor grades are usually the result of _______.mda.com
a. poor hygienic habits
b. laziness
c .lack of sleep
d. inability to form good study habits
3.Test anxiety has been recognized as _______.
a. an excuse for laziness
b. the result of poor habits
c. a real problem
d. something that cant be changed
4.To deal with this problem, students say they want to ______.mda.com
a. take a short course on anxiety
b. read about anxiety
c. be able to manage or understand their anxiety
d. take test to prove they are not anxiety
5.A University of California counselor said_______.
a. all students could overcome the anxiety after taking a special test anxiety program
b. almost all students felt less stress after taking a University of California counseling coursemda.com
c. students found it difficult to improve even though they had taken a special test anxiety course
d. students found it easy to relax as soon as they entered a University of California counseling course
答案：cdcab
