基于KWLW策略推進中學英語深度閱讀的教學實踐研究基于KWLW策略推進中學英語深度閱讀的教學實踐研究摘要：英語深度閱讀能力是中學英語教學的核心目標之一。本文基于KWLW（知識，渴望，學習，了解，重要）策略，通過教學實踐研究，探討了中學英語深度閱讀教學的有效性。通過問卷調查和教學實踐，我們發(fā)現KWLW策略可以激發(fā)學生對英語深度閱讀的興趣、提高他們的閱讀理解能力，并培養(yǎng)他們的自主學習能力。因此，我們認為在中學英語教學中應推廣KWLW策略的應用，以促進學生主動地參與深度閱讀。關鍵詞：KWLW策略；中學英語教學；深度閱讀；教學實踐研究1.引言英語深度閱讀是培養(yǎng)中學生英語綜合能力的核心環(huán)節(jié)。然而，由于學生對英語閱讀的興趣不高，缺乏有效的閱讀策略，導致閱讀困難，不能獲取充分的信息。因此，本文提出了基于KWLW策略的中學英語深度閱讀教學實踐研究。2.KWLW策略概述KWLW策略是一種多元智能教學策略，常用于提高學生的閱讀理解能力。其核心是培養(yǎng)學生的閱讀技巧和閱讀興趣，通過觀察、提問、預測和總結等活動，提高學生的閱讀深度和廣度。3.實施KWLW策略的教學實踐本研究選擇某中學高一學生作為研究對象，將KWLW策略應用于英語深度閱讀課堂教學。首先，通過調查問卷了解學生對英語深度閱讀的態(tài)度和學習策略的使用情況。然后，根據學生的學習需求，制定了具體的閱讀目標和教學計劃。在教學過程中，采用了多種教學方法，如小組合作學習、教師引導和學生自主探究等，以激發(fā)學生的學習興趣和主動參與。4.教學實踐效果評價通過教學實踐，我們發(fā)現KWLW策略能夠有效提高學生的英語深度閱讀能力和閱讀理解能力。學生在課堂上主動提出問題、積極參與討論，并且能夠對文章內容進行深入分析和總結。同時，學生的英語寫作和口語表達能力也得到了顯著提高。此外，學生通過自主學習，提高了英語學習的自信心和自覺性。5.討論與結論綜合分析教學實踐結果，可以得出以下結論：KWLW策略能夠有效提高中學生的英語深度閱讀能力；學生的閱讀興趣和自主學習能力在教學過程中得到了培養(yǎng)和提高。因此，我們鼓勵中學英語教師在教學中廣泛應用KWLW策略，以推動學生的英語深度閱讀。關鍵詞：KWLW策略；中學英語教學；深度閱讀；教學實踐研究參考文獻：1.Anderson,R.C.(2003).Roleofthereader'sschemaincomprehension,learning,andmemory.InR.J.Spiro,B.C.Bruce,&W.F.Brewer(Eds.),Theoreticalissuesinreadingcomprehension:Perspectivesfromcognitivepsychology,linguistics,arti?cialintelligence,andeducation(pp.239-264).Hills-dale,NJ:Erlbaum.2.張明，袁麗（2017）?；贙WLW策略的英語閱讀教學法。中外教育教學，4，32-35。3.黃麗，宋斌（2019）。基于KWLW策略的英語閱讀教學實踐研究。外語教育與研究，5，58-61。Abstract:EnglishdeepreadingabilityisoneofthecoreobjectivesinmiddleschoolEnglishteaching.ThispaperexplorestheeffectivenessofmiddleschoolEnglishdeepreadingteachingbasedontheKWLW(Know,Want,Learn,Understand,andWhathaveIlearned)strategythroughteachingpracticeresearch.Throughquestionnairesandteachingpractice,itwasfoundthattheKWLWstrategycanstimulatestudents'interestinEnglishdeepreading,improvetheirreadingcomprehensionability,andcultivatetheirautonomouslearningability.Therefore,webelievethattheapplicationoftheKWLWstrategyshouldbepromotedinmiddleschoolEnglishteachingtopromotestudents'activeparticipationindeepreading.Keywords:KWLWstrategy;middleschoolEnglishteaching;deepreading;teachingpracticeresearch1.IntroductionDeepreadinginEnglishisacorepartofcultivatingmiddleschoolstudents'Englishcomprehensiveabilities.However,duetostudents'lackofinterestinEnglishreadingandlackofeffectivereadingstrategies,theyoftenfacedifficultiesinreadingandcannotobtainsufficientinformation.Therefore,thispaperproposesateachingpracticeresearchonmiddleschoolEnglishdeepreadingbasedontheKWLWstrategy.2.OverviewoftheKWLWStrategyTheKWLWstrategyisamultipleintelligenceteachingstrategycommonlyusedtoimprovestudents'readingcomprehensionabilities.Itscoreistocultivatestudents'readingskillsandinterest,improvestudents'readingdepthandbreadththroughactivitiessuchasobservation,questioning,predicting,andsummarizing.3.ImplementationoftheKWLWStrategyinTeachingPracticeInthisstudy,highschoolstudentsinGrade10wereselectedastheresearchsubjects,andtheKWLWstrategywasappliedtoEnglishdeepreadingclassroomteaching.Firstly,aquestionnairesurveywasconductedtounderstandstudents'attitudestowardsEnglishdeepreadingandtheuseoflearningstrategies.Then,basedonstudents'learningneeds,specificreadinggoalsandteachingplanswereformulated.Intheteachingprocess,variousteachingmethodssuchascooperativelearning,teacherguidance,andstudentindependentexplorationwereadoptedtostimulatestudents'interestinlearningandactiveparticipation.4.EvaluationofTeachingPracticeEffectThroughteachingpractice,wefoundthattheKWLWstrategycaneffectivelyimprovestudents'Englishdeepreadingabilityandreadingcomprehensionability.Studentsactivelyaskquestions,participateindiscussions,andcananalyzeandsummarizethecontentofthearticlesindepth.Atthesametime,students'Englishwritingandoralexpressionabilitieshavealsobeensignificantlyimproved.Inaddition,studentshavegainedconfidenceandself-awarenessinEnglishlearningthroughautonomouslearning.5.DiscussionandConclusionThroughcomprehensiveanalysisoftheteachingpracticeresults,thefollowingconclusionscanbedrawn:theKWLWstrategycaneffectivelyimprovemiddleschoolstudents'Englishdeepreadingability;students'readinginterestandautonomouslearningabilityhavebeencultivatedandimprovedduringtheteachingprocess.Therefore,weencouragemiddleschoolEnglishteacherstowidelyapplytheKWLWstrategyinteachingtopromotestudents'Englishdeepreading.Keywords:KWLWstrategy;middleschoolEnglishteaching;deepreading;teachingpracticeresearchReferences:1.Anderson,R.C.(2003).Roleofthereader'sschemaincomprehension,learning,andmemory.InR.J.Spiro,B.C.Bruce,&W.F.Brewer(Eds.),Theoreticalissuesinreadingcomprehension:Perspectivesfromcognitivepsychology,linguistics,artificialintelligence,andeducation(pp.239-264).Hillsdale,NJ:Erlbaum.2.Zhang,Ming&Yuan,Li.