邱建華編著的《學會閱讀--語音意識和閱讀》是一部研究如何在英語翻譯當中培養(yǎng)語音意識問題的學術專著。全書依次分析了國內外學習者在英語學習中存在的讀寫問題；系統(tǒng)闡述了語音意識、字母拼音教學、閱讀能力以及它們之間的關系；回顧并進行了語音意識和閱讀能力關系的實驗研究。*后，本書對在課堂上如何進行字母知識及字母知識和語音意識一體化的訓練，培養(yǎng)學生的語音意識進行了論述。
邱建華，蘭州交通大學外國語學院副教授。碩士生導師。在教學一線工作二十多年。主要研究方向為英語教育和應用語言學。先后在國家級、省級刊物上發(fā)表論文十幾篇，出版教學著作一部。主持或參與國家級、省部級、廳局級等各級科研項目十多項。多次獲得甘肅省教育廳教育科研優(yōu)秀成果一等獎和二等獎。
PART I INTRODUCTION Chapter 1 Teaching and Literacy Problems Abroad and at Home 1.1 Some Problems in English Teaching in Middle Schools in China 1.2 Literacy Crisis and Reading Activity in the USAPART II PHONOLOGICAL AWARENESS, PHONICS AND READING Chapter 2 Phonological Awareness, Related Training Methods and Researches 2.1 The Definition of Phonological Awareness 2.2 The Definition of Phonemic Awareness and Its Relations to Phonological Awareness 2.3 The Importance of Phonological Awareness 2.4 The Training Methods of Phonological Awareness ~ 2.5 A Meta-analysis of Experimental Training Studies about Phonological Awareness and Early Reading 2.6 The Assessment of Phonological Awareness 2.7 Critical Issues of the Research of Phonological Awareness Abroad and in China. Chapter 3 Phonics and Its Relationship with Phonological Awareness 3.1 The Definition of Phonics 3.2 The Roles of Phonics 3.3 Approaches to Phonics Instruction 3.4 The Training Approaches to Phonological Awareness versus Phonics 3.5 The Relation between Phonological Awareness and Phonics 3.6 Some Critical Issues in the Integration of Phonological Awareness and Phonics Instruction in China Chapter 4 Reading and the Role of Phonological Awareness to Learning to Read 4.1 The Definition of Reading 4.2 The Nature of Relation between Phonological Awareness and Reading 4.3 The Importance and Roles of Phonological Awareness to LiteracyPART III RESEARCH ON THE RELATIONSHIP BETWEEN PHONOLOGICAL AWARENESS AND READING Chapter 5 Research Design and the Experiment t I 5.1 The Design of the Research 5.2 The Procedure of the Experiment 5.3 Data Collection 5.4 Data Analysis Chapter 6 Results and Discussion 6.1 Results and Analysis 6.2 Discussion 6.3 General Review 6.4 General Conclusion 6.5 Limitation 6.6 Further SuggestionsPART IV TEACHING PRONUNCIATION AND TRAINING PHONOLOGICAL AWARENESS Chapter 7 Introduction to English Basic Elements 7.1 English Phonetic Symbols and English Letters 7.2 Sounds of Consonant Letters and Groups of Consonant Letters 7.3 Sounds of Vowel Letters and Groups of Vowel Letters in Stressed Syllables 7.4 Syllables, Stress and Rhythm Chapter 8 Tasks for Teaching Pronunciation and Training Phonological Awareness 8.1 Different Ways for Teaching Pronunciation 8.2 Different Tasks for Training Phonological Awareness 8.3 Advice on Planning Phonetics LessonsAppendixes Appendix 1 Demographic Information of EC in the Experiment Appendix 2 Demographic Information of CC in the Experiment Appendix 3 Pilot-test Paper on Overall Performances Appendix 4 Post-test Paper on Overall Performances Appendix 5 Pilot-test on Reading Comprehension Appendix 6 Post-test on Reading Comprehension Appendix 7 Pilot-test on the Task of Phonological Awareness Appendix 8 Post-test on the Task of Phonological Awareness Appendix 9 Pilot-test on the Decoding Words and Non-words Appendix 10 Post-test on the Decoding Words and Non-words Appendix 11 關于學生拼讀單詞、預習和復習 對話及短文、記憶單詞的方法 以及閱讀理解能力的問卷調查 Appendix 12 Design and Time Schedule of the Study Appendix 13 List of Abbreviations ~Bibliography
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