閱讀材料論文范文
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第1篇
當前中學生中不少人屬“追星族”成員，他們把影星、歌星的名字可以說出一大串，每天嘴上談的是“星”的趣聞軼事，身上著裝模仿的是“星”的裝束．但對于科學家，他們卻說不出幾個名字，對科學家的方方面面，更是一無所知．造成這種現狀的原因之一是：電視、電影、雜志、畫刊中頻頻露臉的都是這些影星、歌星，而極少向這些天真的學生介紹科學家．所以他們沒有機會了解科學家，科學家的形象在他們心目中樹立不起來．
教科書中的“閱讀材料”介紹了牛頓、安培、法拉第……等眾多科學家的生平和事跡．我把這些材料與教學結合起來對學生進行思想、精神、道德、意志等方面的教育．
例如，當講電磁感應現象時，介紹法拉第的生平，介紹他勤奮學習，刻苦鉆研的精神；介紹他一生對人民做出的偉大貢獻．還指出，法拉第取得成功的一個重要因素是他重視實驗，他的許多重要發現都是通過實驗獲得的．如電磁感應現象、電解定律等．法拉第是偉大的物理學家和化學家，又是一個偉大的思想家．他對社會做出了巨大的貢獻，受到人們的愛戴和稱頌．通過介紹，同學們既了解了法拉第，也從中學到了研究物理問題的基本方法．
在教學中，我還針對有些學生在學習中存在著怕吃苦、不勤奮，又想取得好成績這種不切實際的想法，有目的地介紹科學家的有關事例．如：愛迪生為找做燈絲的最好材料，先后實驗了1600多種材料；法拉第經過十年不懈努力才找到了磁生電的方法；現在看到的歐姆定律公式那么簡單，但是歐姆為了研究這個問題，經歷了多次失敗，花費了十年心血，把數學和物理結合起來，最終才把電學中的三個量U、I、R之間的關系用一個完美的形式表達出來，即I＝UR．
學生從科學家的身上理解了“天才不過是百分之一的靈感加上百分之九十九的汗水”這句話的深刻含義．
“閱讀材料”有些是以故事形式出現的，風趣生動，很適合初中生年齡及生理特征，學生很喜歡聽．每當我介紹科學家后，總有一些學生進一步追問，想知道更多的情況．
學生從科學家身上學到的熱愛科學、實事求是、勤奮好學、刻苦鉆研的精神，正在成為學生學習的動力，并有力地促進了學生身心健康的發展．
二、利用“閱讀材料”學物理史實，受辯證法教育
學生在初中階段學習物理，大多數教師注重讓學生掌握的是教學大綱中規定的物理概念和規律，這使得學生對物理學發展的曲折歷史知道得很少．學生不了解所學知識的形成過程，這不利于學生對物理知識的深入了解．教科書在“閱讀材料”中對這方面內容做了一些彌補．
如在熱學部分，“閱讀材料”介紹了歷史上對“熱的本質的認識過程”．學生學習后知道了歷史上對“熱”有兩種不同的看法：一種把熱看成是一種特殊物質，即“熱質說”；另一種認為熱是物質的某種運動形式．“熱質說”這種違背事實的觀點，曾一度被人們所承認，后來科學家們通過對一些熱現象的細致觀察和反復的大量實驗，證明了“熱”不是一種物質，從而否定了“熱質說”，為分子運動論的發展開辟了道路，為能量守恒定律奠定了基礎．
把歷史上不同學派間的爭論展示給學生，可以打破傳統的邏輯教學給學生留下的科學發展是直線前進的印象，使學生了解到，科學發展史是一部理論與實踐交叉、失敗與成功并存的發展史．回顧歷史，還可以加深學生對物理概念的進一步了解，同時對學生進行探索、開拓精神方面的教育．
不同內容的歷史，可以使學生得到不同方面的教育．例如利用“熱機發展史”可以向學生闡述這樣一個道理：各種機器的發明，是生產發展的必然產物，先進機械設備的出現推動了工業革命的發展，而工業革命的發展又帶動了機器設備的不斷改進．社會要前進，科學發展永無止境．物理學史實中包含有深刻的辯證唯物主義原理，在教學中有意識地用辯證唯物主義觀點介紹物理學的某段歷史，可以使學生潛移默化地領會并接受辨證唯物主義．
三、緊密聯系實際，提高各種能力
近年來，初中物理教學經過一系列的改革，教學質量有了明顯的提高．但是還存在著許多問題，其中之一就是物理教學在聯系生活、聯系社會、聯系技術等方面做的還不夠．造成學生知識面窄，知識學的死，影響了他們分析問題、解決問題的能力，降低了學生學習物理的興趣．“閱讀材料”廣泛收集了物理學聯系實際的事實．大到世界各國重視的能源問題，小到家用電器；上到無線電波，下到海洋開發；遠到日本銀行大樓的日光鏡，近到常看的電影片．它們在學生面前展現了一幅幅生動的生活畫卷，把學生眼中用概念、公式堆積起來的物理變成了活生生的生活，活生生的物理．
在介紹“閱讀材料”中的“電冰箱”時，我特意把冰箱里里外外做了仔細的觀察，弄清了冰箱各個部分的位置、形狀、作用，還查閱了有關資料．課堂上我既結合汽化、液化講清了冰箱的原理，又給學生講了使用冰箱時節電的關鍵是，縮短開機時間，延長停機時間．要做到這一點，平時應注意盡量少開啟冰箱門，減少冰箱內外的熱交換．還要注意冷凝器的通風和清潔，以保證良好的散熱．我在講“海市蜃樓”時，把光的折射規律結合進去；在講“不是老天爺顯靈，是建筑師的杰作”時，把回聲知識融進去．從“閱讀材料”中，學生看到了生活中處處有物理，物理就在我們身邊．“閱讀材料”中講的物理知識并不深奧，但使學生感到了知識的價值；使學生的知識面得到擴展，激發了學習物理的興趣；使學生更加熱愛生活、熱愛科學．越來越多的學生主動參與學校組織的物理實踐活動．在學校，老師課堂上做的演示實驗，學生總要利用課外時間，三三兩兩在教室、到辦公室重新操作，仔細觀察．在家中，學生找日用品作材料，親自動手做課本上、習題中介紹的小實驗．如：把縫衣服的鋼針磁化后做成指南針；用鉛筆芯做滑動變阻器，觀察小燈泡亮度的變化和電阻的關系；利用音樂生日卡上的閃光二極管做單向導電實驗；還有制作潛望鏡、小天平……．在這些實踐活動中，學生發展了思維能力，增強了動手能力和理論聯系實際的能力．
第2篇
問題情境的創設要以課堂為舞臺，以思想品德教材及相關材料為載體，突出學生的學習主體地位，營造一種適合學生探究的學習環境，通過學生主動動腦和動手探究，培養學生收集、處理信息的能力，發展他們比較、分析、歸納、綜合、評價等探究性思維，最終學會如何學習。
創設問題情境主要應從以下幾方面著手：
一、營造民主氛圍，張揚個性
教育家陶行知曾指出：“行動是中國教育的開始，創新是中國教育的完成?！笨梢?，學習的最終目的是學會創造，而學生的創新精神存在于學生問題產生的過程中。思想品德教學呼喚“人文性”的回歸，學生是人，他們有獨立的人格，有靈敏的情感，教師在教學活動中必須善于發現和開發學生的才、情、志、趣，尊重他們的自尊心，調動他們內在的潛能，采取多種形式為學生創造積極主動參與問題情境的機會，啟發他們創造性地學習。
1.尊重學生的問題意識，創設民主氛圍
21世紀呼喚創造型人才，如何有效地尊重學生的問題意識，發展其創造能力，已成為教育工作者研究的重要課題。尊重學生的問題意識，就是充分相信學生，千方百計地使學生成為問題情境的主人。例如，我在分析“社會主義榮辱觀”時，先布置學生認真閱讀材料，在此基礎上要求學生自己探究質疑。學生提出了：“當今社會提出社會主義榮辱觀的現實意義是什么？它與“三個代表”等黨的指導思想有何聯系？針對社會主義榮辱觀，我們青少年該怎么辦？”等問題，我鼓勵學生圍繞各自提出的問題進行學習小組討論。在討論中，我有意識地把自己當作學生的一員，參與他們的討論，從而縮短自己與學生間的心理距離，消除他們在即將進行的課堂交流中可能出現的膽怯、害羞心理，進而在民主、平等、和諧的教學氛圍中完成問題情境的創設?？梢?，我們在思品材料分析中，應尊重學生的問題意識，使學生的主體意識覺醒，引導學生主動參與，使他們的主體性得到充分發揮。
2.鼓勵學生的創新意識，張揚學生個性
個性發展教育是落實素質教育的真正體現，它既強調面向全體學生，也強調個體發展的自主性、差異性。個性在心理學上強調個體之間的差異。個性差異是客觀存在的，作為創造力開發者的教師，在教育活動中，要創設輕松、自由的問題情境，張揚學生的個性，使學生在接受知識、發現問題的過程中，形成對問題的獨特認識和見解。我在分析“小明與父親唱反調”一段材料時，要求學生針對逆反心理發表看法，一部分學生認為逆反心理具有危害性；但也有少數學生認為，逆反心理未必都錯，有的反抗不無道理，學生中的好多道德問題和心理問題是家長有意或無意造成的。在交流討論的過程中，我淡化了自己是說教者和評判者的角色，尊重和保護學生的創造性答案，用適度的寬容，調動一切手段，為每個學生創造機會，讓他們在問題情境的創設中學會動腦、學會創造，讓他們感受成功的喜悅，使他們在接受知識和發展智力的過程中，逐步培養出獨立、完滿的主體人格。
二、激勵興趣，激活教材，強化感受性
居里夫人說：“好奇心是學者的第一美德?！笨梢?，興趣是學習、科研不斷前進的推動力。在思想品德課上，特別是在閱讀材料中，要強化主體的感受性，激發學生主動、積極地探索教材，引疑設問，使學生產生自覺學好思品的動力。
1.于深層蘊意處設疑
思品材料中往往蘊藏著極深的含義，教師精心地引領設疑，將會增強學生主觀感受性，使他們積極主動地探索材料主旨。如，在“社會主義初級階段的主要矛盾”材料中，學生都理解了階級矛盾不再是主要矛盾，我抓住這點巧妙設疑：為什么階級矛盾不再是主要矛盾？這樣一問，學生迅速進入了積極的思維狀態，再聯系我國進入社會主義的條件，最后得出了經濟決定政治的結論。
2.于材料關鍵處引疑
所謂關鍵，就是材料的重點，即能表現主題或線索的字詞及語句。抓住關鍵引疑，能充分調動學生的積極性，由點到面，全面透徹地理解課文，牽一發而動全身。我們必須重視抓住關鍵引疑，教會學生答題。具體方法是：（1）抓住材料中的主體等關鍵字詞。（2）把握材料題中問與問之間的內在聯系。例如，材料一：為整頓和規范市場經濟秩序，我國先后頒布了消費者權益保護法等法律。后又印發了《公民道德建設實施綱要》，強調要大力加強公民道德建設。材料二：當前，在某些地方，假煙、假藥充斥市場，毒大米、毒油害人事件時有發生，虛假廣告泛濫，嚴重擾亂了市場經濟秩序。閱讀材料，運用所學知識，回答下列問題：①材料一反映了我國實施什么治國方略？②結合材料一，說明應如何解決材料二反映的問題？③面對材料二中的現象，我們中學生應如何做？其中第②問的答案一要注意有哪些主體可以涉及問題的解決，二要結合第①問，從道德、法律角度回答。
3.于新知與舊知的比較中激疑
引導學生把新知與舊知作比較，可用舊知推新知，把新知納入原有的知識體系中去，不斷增長知識信息量。如，學習“我國現階段的分配制度”時，我要求學生與原始、奴隸、封建、資本主義社會的分配制度作比較，并提出疑問。經過比較，有學生提出：同是分配制度，為什么在五個社會會產生如此大的差異？經過熱烈爭論之后，學生理解了：產品如何分配是由生產資料歸誰所有決定的。經過這樣的比較，學生不僅懂得了五個社會的生產關系情況，而且懂得了生產關系中生產資料所有制是基礎。這樣的問題情境激發了學生探究的濃厚興趣，強化了他們的主體感受性，誘發了他們學習的主動性。
總之，在閱讀思想品德材料教學中，教師精心地創設問題情境，巧妙引疑，一石激起千層浪，才能激發學生的興趣，學生學習思品的主動性、積極性才會與日俱增，從而收到事半功倍的效果。
參考文獻：
［1］車玲仙，費國平.問題教學法在思想品德教學中的運用.思想政治課教學，2006（7）.
第3篇
[Key Word] Reading interesting; reading material; literature reading; young adult literature; adolescence
[摘要] 當前中學所普遍存在的英語文學閱讀狀況是:學生閱讀是為了完成老師布置的任務和應付考試。當閱讀滿足他們的這些任務后，他們的課外閱讀行為就停止。本文針對這種現象作了具體的原因分析，指出在國內大部分中學英語教學中，閱讀材料是影響學生進行英語文學閱讀的一個重要原因?；仡檱鈱W者在這領域所做的理論和實踐研究，提出把青少年文學的特點和中學生所處發展時期的各方面的需求結合加以分析，采用把青少年文學作為課外閱讀材料這一教學方法。我們通過一系列的教學活動如課外興趣小組，課外閱讀活動，閱讀作業，培養和提高中學生英語學習能力和文學閱讀興趣。作者對為什么以及如何運用青少年文學讀物作為新型課外閱讀材料以培養學生的興趣和情感進行初步的討論， 以此引發更多的討論。
[關鍵詞] 閱讀興趣;閱讀材料;文學閱讀;青少年文學;青少年時期
1. Introduction
As a rule， the teaching of reading in senior schools， both public and private， will move in one of two directions: up or down. When effectively taught， the study of reading can be the most exciting event of the adolescent student’s day. Young people can become deeply engrossed in what they read. They can respond with intensity and conviction.
Interests as factors in genuinely productive reading study are slippery elements indeed. Inventories provided to students in an attempt to discover what they prefer in reading materials can be， and often are， faked by the inventory takers. Thus， the discrepancy between what some young people claim they enjoy reading and what they will actually interact with can be a significant one. Furthermore， teachers must be ever mindful of the differences between their interest， taste， and enthusiasms for certain material selections and those of their students.
How about the situation of reading in senior schools in China? Most students are lack of interest and motivations in reading. The purpose of their reading is to pass the exam. As a result， the students do a little reading outside lessons. Why did these problems exsist?
2. Interest in Reading
In leading young people toward increased reading awareness， teachers used to consider the nature and extent of the interest factor on those efforts. Interesting are a two-edged sword. When positive， they can enhance teachers’ efforts to involve their students in the concern with reading materials and do so most significantly. When negative， however， they present a formidable obstacle to meaningful transaction taking place between texts and readers.
2.1The Status of Reading in senior Middle School
This is an accurate picture of the reading programs in many middle and secondary schools that still have students move chronologically through the literature anthology and choose the traditional classics as their outside reading. Most students are simply unable to connect the text with their goals， level of development and experience. Language development affects cognitive development and vice versa students at this age read at a much higher level of ability when they are reading something that matches their developmental interests and goals. Most students cannot read classic literature well [i.e， they cannot have personal involvement with it]. Students think of the literature as something they cannot understand; therefore， they think they are not intelligent inpiduals.
‘‘The result of the survey about the status of reading which were done by John S. Simmons reflected that Middle school and high school students often balk at display of overt enthusiasm for the selections they are asked to read in the class precisely because they are adolescents. To many of them， the fact that a work is on the required list means that it simply cannot be interesting. They will doggedly refrain from any display of enthusiastic or appreciate response despite the teachers ’creative efforts or the actual effect the work has had on them. ‘Boring’ become the operative judgment. In reading that categorical implacable judgment， they retain their cool demeanor， on which they value above all else. When faced with such study they often have melodramatic indifference.’’[1]p(20)
It seems that school have accomplished just the opposite of what they intended to do. They have turned students off from reading rather than made them lifelong readers. Teachers have failed to choose reading materials that enable students to become emotionally and cognitively involved in what they read. If students are asked to read literature that is not consistent with their development tasks， they will not be able to interact fully with that literature. As a result， students who do not interact with the literature are left with leaning only about literature.
“The same problems also exist in most senior schools in China. Students’ purpose of reading is only to finish the work given by teachers or pass exam. When they finish their work， they stopping reading， for they are asked to read the traditional classics that are chosen in order to complete the teaching mission. But the classics are written in a style and with syntax and vocabulary that are often quite foreign to students in senior middle school. So most students think of literature as something that is difficult for them’’.[2] I have talked to some teachers and students in senior middle school. I have found that most students appeal that their reading materials are difficult and not suitable for them. They can understand the meaning well. So they don’t like to read.
2.2 Factors That Affect Interest in Reading
“The key factor to determine reading is choosing suitable reading material to students. Obviously， there will be many students who will turn away from the task of studying literature because of inadequate competence in the necessary reading skill. Metaphoric expressions， for example， abound in all literary works， whether they are fictional， poetic， or dramatic. Such expressions are placed in those works to clarity indeed intensity， the meanings those works. When students are unable to establish precise relationships between metaphors and their referents， however， what was put there to clarity produces confusion instead. It doesn’t take many such experiences in missed communication to discourage or vex less able readers. Given the additional problem of these students’ probably limited attention spans， the options of giving up selection which is metaphoric are often the one taken. Even though the classics literature may speak to the universal human condition， young people have trouble relating because they have not experienced many of those human condition.
At the same time， some links need to be established between that ability and the interest. Interest in reading fluctuates widely before the age of sixteen， an age at which many students begin to think seriously about choices affecting their future: college， military service， industrial careers， dropping out of the academic scene altogether， and so forth. For most young people， interest in reading usually peaks between the age of twelve and fourteen. It is a period of intense， prolonged introspection in which the desire to raise and organize problems about self is at its height. It is a kind of limbo between a lost childhood and approaching adulthood. People at this age tend to be more interested in being alone with their lives. For some， reading fictions， especially novels which delve into the teenage experience， can be a source of comfort， challenge， stimulation， and escape. Young adult literature focuses on the nature and availability of literature with which youngsters at that difficult stage of their lives can identify.”[3]
John S. Simmons point out “People in these years are also capable of， and often involved in， deeper reflection that centers on abstract concepts: love， loyalty， fear， justice， betrayal， and the like. Obviously， their reading can feed this preoccupation， but the fare must be nourishing. In short， abstract thinking may contain a profound concern with interpersonal relationships， and reading can provide countless opportunities for them to view their problems from the detached prism of fiction.’’[4](p75)
‘‘Some of these interpersonal problems will be quite obvious. Some mention of them should be made.
1)
Problems related to communication with younger siblings， partially stemming from thirteen-year-olds’ desire that the ‘‘little people’’ regard them as adult-and these younger children’s irritating reluctance to cooperate;
2)
Problems related to the conflicting need to be accepted into a peer group;
3)
Problems which reside in thirteen-year-olds’ ambivalence toward members of the opposite sex (i.e， culture and peer pressure， clash with hormones). The gap between girls’ and boys’ relative immaturity exacerbates this greatly.
In all of the above， imaginative literature can become a source of excitement， revelation， guidance， and solace. Teachers as guidance counselors can be of great personal assistance to adolescents in their struggles. The movement of middle school curricula toward an emphasis on the personal and social identities of early adolescents， rather than on the cultural heritage into which they will someday be assimilated， provides a whole new niche for literature to occupy， one in which its relevance to the nature of the early teenage years can be maximized.’’[5](p75-76)
3. The Possibility and Practicality of Using Young Adult Literature as Reading Materials for Outside Reading
Teachers in senior middle school are usually responsible for introducing the study of literature to their students: Young Adult Literature can serve as an excellent vehicle for such an introduction. Teachers in senior middle school who deal with students of lower ability， non-academic motivations， and limited cultural backgrounds should also consider the use of Young Adult Literature to provide insight into the nature of literature study for those inpiduals. Young Adult Literature seems to offer an abundant and valuable resource to teachers who want to guide their students through this transition.
3.1 The Character of Young Adult Literature
Donelson and Nilsen offer the definition of Young Adult Literature:‘‘ any book freely choose for reading by some one in this age group’’.[6]p(2) Later it was defined as ‘literature written or marketed primarily for teenagers; Books to whose main characters the teenagers can personally relate; stories with an uncomplicated， often single plot line; books with plot that address the concerns of the young adults; literature that attracts a young adult readership’[7]p(2) Compared with the definition offered by Nilsen and Donelson， this definition is more specific and comprehensive. In recent years， Young Adult Literature is also considered as ‘books written for adult， about young adult and liked by young adults’ and more and more teachers prefer to match young adult books with classics bearing similar themes; thus， the genre of Young Adult Literature is further expanded.
As a reading material， young adult literature has many common characteristics: conflicts are often consisted with the young adult’s experience， themes are of interest to young people， protagonists and most characters are young adults， and language parallels that of young people. It is simply written in a natural， flowing language much like the way in which the young adults speak. Young adult literature is usually shorter. The young adult can finish in a comparatively short time without feeling tired and bored. This will guarantee an engaged and efficient reading. And Young Adult Literature is graded reading materials meeting young people’s different level intellectual development.
3.1.1 Young adult’s emotional development
‘‘Adolescence and preadolescence are difficult， unsettled periods for young people. They are no longer children. They are no yet adults. It is a time of change: a time for physical growth， sexual awareness， emotional and cognitive development. As young people move through these experiences or stages， they seem to be so alone in their struggle. But few of young people asked their parents and other adults to help them through their difficult period in their lives. Reading books helps young adults in their journey –their rites of passage—into adulthood. Books provide experiences that may help young adults through their adolescent years. Providing young people with Young Adult Literature not only in the bookstores but also in the class is imperative if we want adolescents to read about more experiences than they could have on their own. In addition， this literature serves young people in their struggle with identity， with their relationships with adults， and with their choices， which often suggest their concern with moral questions of right and wrong.’[8](p25)
3.2 Effective and Positive Influence
‘‘Young adult literature provides enjoyment， satisfaction and literary quality while it brings life and hope and reality to young people. The wide range of topics in Young Adult Literature such as friendship， death， porce， alienation， sibling rivalry， peer cruelty， racism， hostility and egocentricity， even struggle， conflict and feeling of the futility and hopelessness of life dramatize life in unfamiliar environments as experienced by characters of the learner’s own age. And therefore stimulate learners in encouraging self-expression and idea exploration. In this way， literature enlarges the students’ knowledge and understanding of human behavior for it exhibits thoughts and feelings which are often concealed in real life. Students， on the other hand， bring their unique life experience and world look when coming to read a text in class. Their confirming， revising or refuting the original outlook after confronting the writer’s view enable them to come up with a new understanding of the world .Then they will share their readings with their peers and teachers and reshape their understanding if needed. This aesthetic stance of reading is quite different from the traditional way of reading in that the former allows readers to have a virtual experience， living in the story world， connecting with characters， being emotionally involved while the latter focuses on looking for facts defined by Rosenblatt as ‘efferent reading’ which actually prevents learner from achieving the power of English expression.
Young Adult Literature is an attractive and motivational reading source that will satisfy the young adults’ reading interest at a particular age and help develop youngsters’ reading proficiency. Over a long period of time， Chinese young learners have been usually recommended to read some classic adult literature in simplified various which are considered as unappealing or out-dated. Young Adult Literature is a bridge between children’s literature and adult literature. It reflects a unique yet universal period of biological change and development for each human being.’’[9](p21-22)
3.3 Students Own Response
When Sullivan asked her students for information about their reading interest and habit， a ninth student said: ‘I love to read， but I hate literature’. He suggested that what he was reading in school had nothing， or at least very little， to do with him. He told us that his book report offered some relief because he could usually choose something that he knew how he would like， but what he read in the classroom was as he called it ‘dumb’.[10]P(156)
The details those students offer support the previous summary most have a very exciting experience with literature during their elementary schooling， but the break in this happy experience comes as they enter junior high or middle school.
There is obviously a wide chasm between what the school offers for students to read and what the students want to read in reading program. Students have had fewer experiences—and for some， no experience at all—in such areas as marriage and porce， ambition， greed and hate， so it is more difficult for them to make honest responses about what meaning is true for them. In contrast， when the book has a teenager as the protagonist and other young adult characters， the balance of knowledge and the authority that is brought in that reading is changed. Young adult are more easily able to evaluate the characters， their problems and the resolution of these problems.
4. The Power of Young Adult Literature Reading
One of the key reasons for students’ low interest in English learning is lack of the attractive and coherent reading material. Reading material which are used in the school are exam-oriented and boring which may hinder the students enthusiasm for learning English. Simultaneously， affect plays an important role in the learning English and English teaching should arouse the learners’ interest and motivation. The influence of Young Adult Literature reading materials in stimulating the learners’ love of reading and English learning from the prospect of affective factors is obvious. The qualitative evidence further proves that students really enjoy reading and sharing what they read with the peers. Benefits of other kinds from the Young Adult Literature reading are also obvious; such as increased vocabulary， faster reading speed and better reading comprehension. More encouraging is the fact that the majority of students are determined to read continuously after the experiment.
5. Using Young Adult Literature Materials outside Class in Senior Middle School---The Teaching Procedure
Outside reading promotes the initiative activity with the students. It is not forced by teaching missions. Students can choose the reading materials which they are interested in. As the counselors， teachers have to teach students how to ensure an effective outside reading.
5.1 Selecting Reading Materials
Choosing the appropriate reading materials is a key factor to the students’ love of reading. A very important part of the appropriate materials selection for any English or language is age appropriate. Day and Bamford state that ‘‘getting students to read extensively depends critically on what they read. The reading materials must be both easy and interesting. If the books do not appeal to most of the class， then all the efforts will be in vain.’’[11](P49) It seems appropriate to offer a minimal reminder as we select a novel for study as an example of what can be done in a response-centered class. If we expect students to have sufficient experience for a response， they must be able to relate in some manner to the assigned literature.
Karolides states the significance of using appropriate reading materials: ‘‘the language of a text the situation， characters， or the expressed issues can dissuade a reader from comprehension of the text and thus inhibit involvement with it. In effect， if the reader has insufficient linguistic or experiential background to allow participation， the reader cannot relate to the text， and reading act will be short-circuited.’’[12]) (P132)
In practice of selection， students can be invited to skim the information about a book around the book cover. Use the information in the picture， the famous critiques， the plot summary， the table of contents， the classified category， ect， to make guesses about what they are going to read is an efficient way to select interesting book.
Therefore， teachers must find the interesting， attractive and enjoyable materials that are personally significant to our students and that are within their linguistic ability.
5.2 Conducting Group-discussion
It is best， however， to allow students to lead the discussion of the novel. This approach teaches students that they can function with self-sufficiency and without teachers influencing their responses.
‘‘Small-group discussions may give students an opportunity to discuss some of their most important responses before sharing them in the large group. The small groups may also be used to allow students to further explore the general response that they shared in the large group. Students often feel less threatened in small groups and are more willing to explore ideas in that setting. Like large groups， smaller groups must have rules of behavior that enable students to function effectively in the interaction. Students must feel secure with their responses， and they must responses to others. They will recognize similarly among all of the responses.’’[13]
‘‘The teachers’ listening skills are crucial in this initial phase. As students react， you may need to make follow-up statements， questions， or acknowledgments to help them clarify， justify， or elaborate on their ideas. If the discussion drags， use generic question early in the discussion and more content-specific question later in the process. Try to keep these questions at a minimum and emphasize the teachers’ spontaneous reaction to students’ response because reactions are much more meaningful to students， and they help move the discussion on using students’ ideas rather than teachers’.
Here are some questions types to elicit students ’response:
Questions requiring students to remember facts:
Describe…
List…
What…?
Questions requiring students to prove or disprove a generalization made by someone else.
Would someone like to comment on that point?
OK. Anybody wants to add to what…said?
Question requiring students to derive their own generalizations.
How did you feel at the end of the story?
What did it mean to you?
Anything you want to talk about?
Questions requiring students to generalize about the relation of the total work to human experience
What …mean? / What is the author saying by….?
What is the significance of the statement…?
Question requiring students to carry generalization derived from the work into their own lives.
What were your first associations?
Can you relate the story to anything in your own experience?’’[14](p31)
5.3 Performing a Creative Drama
Role-play and improvisation expand the boundaries of experiences for students so that they develop a more complete understanding of themselves and the literature they are reading. Through role-playing and improvisation， students are able to think as characters would think and act as characters would act. Students take on a persona different from their own and work at making that character come alive as they perceive what that character would be like if he or she was real.
5.4 Writing a Book Report
“Responding reports including book report， the journal， the narrative， the personal essay， help students to become personally involved with the literature. They begin by having students make personal responses. After students have read and written about the novel on a personal level， they are ready to move to a more ‘intellectual’ level. They now think about the author’s craft: what strategies and techniques did the author use to generate the responses students have?
Responding reports also integrate reading and writing. Students can enjoy the totality of the novel by responding to the ideas presented and by understanding the techniques used by the author. Their thoughts about a particular issue or a question are a novel change as they move through the first draft of that paper. Many say that they use the journal in making these initial drafts. The very act of writing triggers other new responses. Some ideas are abandoned; other is expanded. Students feel more at ease when responding to a work in this way because they are in control of how they respond: how they structure their responses， what they include， and what they omit. As a result， they will grow in their understanding of their novel in particular and of literature in general.’’[15]
5.5 Reading management
Whether young Adult Literature can be used successfully as English outside reading materials largely depends on skillful management of the teachers that should be alert to avoid the old-ways of teaching. Traditional approach in teaching emphasizes close reading of the text with all the historical and cultural clues removed to find the only correct meaning in the text. Experienced teachers have with needed the degree to which motivation， whatever its origins， can lead to over learning by students who otherwise lack needed reading skills or broad sophistication in facing certain works of literature. When they are genuinely turned on， it is amazing what some youngsters can accomplish in the classroom. Conversely， well-prepared teachers usually find only frustration when they present works to indifferent groups， no matter how high the quality of those works are.
“Wang Xiaoping suggests that the following methods are effective:
1)
Using a familiar literary source or a song， a poem， a picture， a book cover， etc. to lead students into the text;
2)
Allowing students a quiet reading of partial text;
3)
Revealing just enough facts about the text to arouse students’ interest in the new work;
4)
Relating in discussion the text themes to students’ present concerns. [16](p30)
Positive teachers create enthusiastic readers. Creative oral and written activities with young adult literature have a positive effect on young people. Teachers must create within each class a positive atmosphere， a way of life conductive to promoting reading through positive affect. Positive teachers are realistic but always look for the best in their students. Teachers have an important role in fostering this reader response. They also share in the responsibility of helping students with their developmental tasks， growing moral judgment， and reading appreciation. The teacher participates in the discussion as an ordinary reader but also as a facilitator
Encourage students to talk extensively
Help students makes a community of meaning
Talk turns talking
Don’t interrupt
Ask. Don’t tell
Give comments， but be nice
Affirm students’ responses
Encourage reluctant readers
The affective studies of Rosenthal and Jacobsin showed that teacher’s positive attitudes toward the learning capabilities of students designated as likely to make substantial gains did， in fact help teachers provide a learning environment where those students prospered.[17](p49) We believe that creative oral and written activities with young adult literature have a positive effect on young people.
6. Conclusion
Young Adult Literature with its special features is considered as the reading material for the students in senior middle school. Its effective power is very helpful for the students. The teachers who work in some way with young people require familiarity with the characteristics of this age group. It is important that teachers know about young adult literature. In the western countries， reading literature is one of the most important courses in the school. In addition the relationships between teachers and students and teaching material are free and active. They can choose the teaching materials which they are interested in and change the teaching courses or ways freely. So they taught young adult literature to students in the classroom. The situation in China is similar. Different from the native speakers， the students in China do little literature reading because of the difficulty and cultural difference. Most teachings are done only for exams and teaching missions. So in China we have greater difficulties in promoting the use of young adult literature for outside reading.
So far， the research in this field is comparatively limited. Young adult literature is not available in most of the schools and most teachers find it difficult to put it into practice. And we have a lot of practical problems to solve. Nevertheless， if we keep on trying a practice we will fine more effective ways to enhance our students’ English interest and improve reading abilities.
Bibliography
[1] John S. Simmons & H. Edward Deluzain. Teaching Literature in Middle and Secondary Greades. [M] United State: Allyn and Bacon，1992.
[2] 趙均. 情感與初中英語課外讀物達標. [J] 北京。首都師范大學 2004.
[3] 王初明. 外語學習中的認知與情感需要. [J] 第四期
[4] Donelson，k.，& Nilsen， A..Literature for Today’s Young Adult. [M] 5th edition. Glenview， IL:Scott，Foresman，1997.
[5] John H.bushman&Kay Parks Haas. Using Young Adult Literature in The English Classroom. [M] 3rd edition.Merrill Prentice Hall 67.2001
[6] 隋莉英 The Power of Young Adult Literature Reading Material in Fostering Learns’ Positive Affect in English Reading [J] 北京 首都師范大學學報 2005
[7] Sullivan，A.M.. The natural reading life: A high school anomaly. [M] english Journal， 80(6)， [M]40-46.1991
[8] Karolides， N.J. The Transactional Theory of Literature. In N.J.Kaolides(Ed.)，reader response in the classroom [M] 1992
