| Your purpose for reading is not determined by the kind of text you are reading. For example, even though novels are written to be enjoyed, when one of them is assigned for a class, the purpose in reading is no longer just "fun" because you are thinking of the book in terms of some kind of evaluation-an essay test, an analytical paper, a list of quotations to identify. This experience is not the same as sitting in front of a fire and selecting that novel as an enjoyable way to spend an evening. Students also sometimes find that even if they are not being evaluated but are told by their teachers to read a book for pleasure, just the fact that it is required somehow takes all the fun out of it. They still find themselves reading for information, anticipating that they will be held accountable for it in some way.Now, let's move to the second strategy, prior knowledge. | |
| 阅读意图并不是由你阅读文章的类别所决定的。比如，尽管有些小说本是用来享受的，但是如果有一本被指定为课上所要用的，那么你阅读的目的就不再是为了“好玩”。因为你会觉得那本书可能会被用作考查的材料，像作文测试，分析论文或是核实引文。这和坐在炉火前读一本小说愉快地度过一个晚上的感觉是截然不同的。即使不是考核，有时候学生们也会觉得只要是老师告诉他们可以读哪本书休闲时，莫名其妙得那本书就变得索然无味。他们只要发现自己阅读还是为了获得知识，就希望自己以某种方式对此负责。第二个方法，利用先验知识。 |
| Your purpose for reading is not determined by the kind of text you are reading. For example, even though novels are written to be enjoyed, when one of them is assigned for a class, the purpose in reading is no longer just " fun" because you are thinking of the book in terms of some kind of evaluationan essay test, an analytical paper, a list of quotations to identify. This experience is not the same as sitting in front of a fire and selecting that novel as an enjoyable way to spend an evening. Students also sometimes find that even if they are not being evaluated but are told by their teachers to read a book for pleasure, just the fact that it is required somehow takes all the fun out of it. They still find themselves reading for information, anticipating that they will be held accountable for it in some way. Now, let' s move to the second strategy, prior knowledge. | |
| yue du yi tu bing bu shi you ni yue du wen zhang de lei bie suo jue ding de. bi ru, jin guan you xie xiao shuo ben shi yong lai xiang shou de, dan shi ru guo you yi ben bei zhi ding wei ke shang suo yao yong de, na me ni yue du de mu di jiu bu zai shi wei le" hao wan". yin wei ni hui jue de na ben shu ke neng hui bei yong zuo kao zha de cai liao, xiang zuo wen ce shi, fen xi lun wen huo shi he shi yin wen. zhe he zuo zai lu huo qian du yi ben xiao shuo yu kuai di du guo yi ge wan shang de gan jue shi jie ran bu tong de. ji shi bu shi kao he, you shi hou xue sheng men ye hui jue de zhi yao shi lao shi gao su ta men ke yi du na ben shu xiu xian shi, mo ming qi miao de na ben shu jiu bian de suo ran wu wei. ta men zhi yao fa xian zi ji yue du hai shi wei le huo de zhi shi, jiu xi wang zi ji yi mou zhong fang shi dui ci fu ze. di er ge fang fa, li yong xian yan zhi shi. |
| Your purpose for reading is not determined by the kind of text you are reading. For example, even though novels are written to be enjoyed, when one of them is assigned for a class, the purpose in reading is no longer just " fun" because you are thinking of the book in terms of some kind of evaluationan essay test, an analytical paper, a list of quotations to identify. This experience is not the same as sitting in front of a fire and selecting that novel as an enjoyable way to spend an evening. Students also sometimes find that even if they are not being evaluated but are told by their teachers to read a book for pleasure, just the fact that it is required somehow takes all the fun out of it. They still find themselves reading for information, anticipating that they will be held accountable for it in some way. Now, let' s move to the second strategy, prior knowledge. | |
| yuè dú yì tú bìng bú shì yóu nǐ yuè dú wén zhāng de lèi bié suǒ jué dìng de. bǐ rú, jǐn guǎn yǒu xiē xiǎo shuō běn shì yòng lái xiǎng shòu de, dàn shì rú guǒ yǒu yī běn bèi zhǐ dìng wèi kè shàng suǒ yào yòng de, nà me nǐ yuè dú de mù dì jiù bù zài shì wèi le" hǎo wán". yīn wèi nǐ huì jué de nà běn shū kě néng huì bèi yòng zuò kǎo zhā de cái liào, xiàng zuò wén cè shì, fēn xī lùn wén huò shì hé shí yǐn wén. zhè hé zuò zài lú huǒ qián dú yī běn xiǎo shuō yú kuài dì dù guò yí gè wǎn shàng de gǎn jué shì jié rán bù tóng de. jí shǐ bú shì kǎo hé, yǒu shí hou xué shēng men yě huì jué de zhǐ yào shì lǎo shī gào sù tā men kě yǐ dú nǎ běn shū xiū xián shí, mò míng qí miào dé nà běn shū jiù biàn de suǒ rán wú wèi. tā men zhǐ yào fā xiàn zì jǐ yuè dú hái shì wèi le huò dé zhī shí, jiù xī wàng zì jǐ yǐ mǒu zhǒng fāng shì duì cǐ fù zé. dì èr gè fāng fǎ, lì yòng xiān yàn zhī shí. |
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