一、利用“阅读材料”树科学家形象，学科学家精神
当前中学生中不少人属“追星族”成员，他们把影星、歌星的名字可以说出一大串，每天嘴上谈的是“星”的趣闻轶事，身上着装模仿的是“星”的装束．但对于科学家，他们却说不出几个名字，对科学家的方方面面，更是一无所知．造成这种现状的原因之一是：电视、电影、杂志、画刊中频频露脸的都是这些影星、歌星，而极少向这些天真的学生介绍科学家．所以他们没有机会了解科学家，科学家的形象在他们心目中树立不起来．
教科书中的“阅读材料”介绍了牛顿、安培、法拉第……等众多科学家的生平和事迹．我把这些材料与教学结合起来对学生进行思想、精神、道德、意志等方面的教育．
例如，当讲电磁感应现象时，介绍法拉第的生平，介绍他勤奋学习，刻苦钻研的精神；介绍他一生对人民做出的伟大贡献．还指出，法拉第取得成功的一个重要因素是他重视实验，他的许多重要发现都是通过实验获得的．如电磁感应现象、电解定律等．法拉第是伟大的物理学家和化学家，又是一个伟大的思想家．他对社会做出了巨大的贡献，受到人们的爱戴和称颂．通过介绍，同学们既了解了法拉第，也从中学到了研究物理问题的基本方法．
在教学中，我还针对有些学生在学习中存在着怕吃苦、不勤奋，又想取得好成绩这种不切实际的想法，有目的地介绍科学家的有关事例．如：爱迪生为找做灯丝的最好材料，先后实验了1600多种材料；法拉第经过十年不懈努力才找到了磁生电的方法；现在看到的欧姆定律公式那么简单，但是欧姆为了研究这个问题，经历了多次失败，花费了十年心血，把数学和物理结合起来，最终才把电学中的三个量U、I、R之间的关系用一个完美的形式表达出来，即I＝UR．
学生从科学家的身上理解了“天才不过是百分之一的灵感加上百分之九十九的汗水”这句话的深刻含义．
“阅读材料”有些是以故事形式出现的，风趣生动，很适合初中生年龄及生理特征，学生很喜欢听．每当我介绍科学家后，总有一些学生进一步追问，想知道更多的情况．
学生从科学家身上学到的热爱科学、实事求是、勤奋好学、刻苦钻研的精神，正在成为学生学习的动力，并有力地促进了学生身心健康的发展．
二、利用“阅读材料”学物理史实，受辩证法教育
学生在初中阶段学习物理，大多数教师注重让学生掌握的是教学大纲中规定的物理概念和规律，这使得学生对物理学发展的曲折历史知道得很少．学生不了解所学知识的形成过程，这不利于学生对物理知识的深入了解．教科书在“阅读材料”中对这方面内容做了一些弥补．
如在热学部分，“阅读材料”介绍了历史上对“热的本质的认识过程”．学生学习后知道了历史上对“热”有两种不同的看法：一种把热看成是一种特殊物质，即“热质说”；另一种认为热是物质的某种运动形式．“热质说”这种违背事实的观点，曾一度被人们所承认，后来科学家们通过对一些热现象的细致观察和反复的大量实验，证明了“热”不是一种物质，从而否定了“热质说”，为分子运动论的发展开辟了道路，为能量守恒定律奠定了基础．
把历史上不同学派间的争论展示给学生，可以打破传统的逻辑教学给学生留下的科学发展是直线前进的印象，使学生了解到，科学发展史是一部理论与实践交叉、失败与成功并存的发展史．回顾历史，还可以加深学生对物理概念的进一步了解，同时对学生进行探索、开拓精神方面的教育．
不同内容的历史，可以使学生得到不同方面的教育．例如利用“热机发展史”可以向学生阐述这样一个道理：各种机器的发明，是生产发展的必然产物，先进机械设备的出现推动了工业革命的发展，而工业革命的发展又带动了机器设备的不断改进．社会要前进，科学发展永无止境．物理学史实中包含有深刻的辩证唯物主义原理，在教学中有意识地用辩证唯物主义观点介绍物理学的某段历史，可以使学生潜移默化地领会并接受辨证唯物主义．
三、紧密联系实际，提高各种能力
近年来，初中物理教学经过一系列的改革，教学质量有了明显的提高．但是还存在着许多问题，其中之一就是物理教学在联系生活、联系社会、联系技术等方面做的还不够．造成学生知识面窄，知识学的死，影响了他们分析问题、解决问题的能力，降低了学生学习物理的兴趣．“阅读材料”广泛收集了物理学联系实际的事实．大到世界各国重视的能源问题，小到家用电器；上到无线电波，下到海洋开发；远到日本银行大楼的日光镜，近到常看的电影片．它们在学生面前展现了一幅幅生动的生活画卷，把学生眼中用概念、公式堆积起来的物理变成了活生生的生活，活生生的物理．
在介绍“阅读材料”中的“电冰箱”时，我特意把冰箱里里外外做了仔细的观察，弄清了冰箱各个部分的位置、形状、作用，还查阅了有关资料．课堂上我既结合汽化、液化讲清了冰箱的原理，又给学生讲了使用冰箱时节电的关键是，缩短开机时间，延长停机时间．要做到这一点，平时应注意尽量少开启冰箱门，减少冰箱内外的热交换．还要注意冷凝器的通风和清洁，以保证良好的散热．我在讲“海市蜃楼”时，把光的折射规律结合进去；在讲“不是老天爷显灵，是建筑师的杰作”时，把回声知识融进去．从“阅读材料”中，学生看到了生活中处处有物理，物理就在我们身边．“阅读材料”中讲的物理知识并不深奥，但使学生感到了知识的价值；使学生的知识面得到扩展，激发了学习物理的兴趣；使学生更加热爱生活、热爱科学．越来越多的学生主动参与学校组织的物理实践活动．在学校，老师课堂上做的演示实验，学生总要利用课外时间，三三两两在教室、到办公室重新操作，仔细观察．在家中，学生找日用品作材料，亲自动手做课本上、习题中介绍的小实验．如：把缝衣服的钢针磁化后做成指南针；用铅笔芯做滑动变阻器，观察小灯泡亮度的变化和电阻的关系；利用音乐生日卡上的闪光二极管做单向导电实验；还有制作潜望镜、小天平……．在这些实践活动中，学生发展了思维能力，增强了动手能力和理论联系实际的能力．
一、利用“阅读材料”树科学家形象，学科学家精神
当前中学生中不少人属“追星族”成员，他们把影星、歌星的名字可以说出一大串，每天嘴上谈的是“星”的趣闻轶事，身上着装模仿的是“星”的装束．但对于科学家，他们却说不出几个名字，对科学家的方方面面，更是一无所知．造成这种现状的原因之一是：电视、电影、杂志、画刊中频频露脸的都是这些影星、歌星，而极少向这些天真的学生介绍科学家．所以他们没有机会了解科学家，科学家的形象在他们心目中树立不起来．
教科书中的“阅读材料”介绍了牛顿、安培、法拉第……等众多科学家的生平和事迹．我把这些材料与教学结合起来对学生进行思想、精神、道德、意志等方面的教育．
例如，当讲电磁感应现象时，介绍法拉第的生平，介绍他勤奋学习，刻苦钻研的精神；介绍他一生对人民做出的伟大贡献．还指出，法拉第取得成功的一个重要因素是他重视实验，他的许多重要发现都是通过实验获得的．如电磁感应现象、电解定律等．法拉第是伟大的物理学家和化学家，又是一个伟大的思想家．他对社会做出了巨大的贡献，受到人们的爱戴和称颂．通过介绍，同学们既了解了法拉第，也从中学到了研究物理问题的基本方法．
在教学中，我还针对有些学生在学习中存在着怕吃苦、不勤奋，又想取得好成绩这种不切实际的想法，有目的地介绍科学家的有关事例．如：爱迪生为找做灯丝的最好材料，先后实验了1600多种材料；法拉第经过十年不懈努力才找到了磁生电的方法；现在看到的欧姆定律公式那么简单，但是欧姆为了研究这个问题，经历了多次失败，花费了十年心血，把数学和物理结合起来，最终才把电学中的三个量U、I、R之间的关系用一个完美的形式表达出来，即I＝UR．
学生从科学家的身上理解了“天才不过是百分之一的灵感加上百分之九十九的汗水”这句话的深刻含义．
“阅读材料”有些是以故事形式出现的，风趣生动，很适合初中生年龄及生理特征，学生很喜欢听．每当我介绍科学家后，总有一些学生进一步追问，想知道更多的情况．
学生从科学家身上学到的热爱科学、实事求是、勤奋好学、刻苦钻研的精神，正在成为学生学习的动力，并有力地促进了学生身心健康的发展．
二、利用“阅读材料”学物理史实，受辩证法教育
学生在初中阶段学习物理，大多数教师注重让学生掌握的是教学大纲中规定的物理概念和规律，这使得学生对物理学发展的曲折历史知道得很少．学生不了解所学知识的形成过程，这不利于学生对物理知识的深入了解．教科书在“阅读材料”中对这方面内容做了一些弥补．
如在热学部分，“阅读材料”介绍了历史上对“热的本质的认识过程”．学生学习后知道了历史上对“热”有两种不同的看法：一种把热看成是一种特殊物质，即“热质说”；另一种认为热是物质的某种运动形式．“热质说”这种违背事实的观点，曾一度被人们所承认，后来科学家们通过对一些热现象的细致观察和反复的大量实验，证明了“热”不是一种物质，从而否定了“热质说”，为分子运动论的发展开辟了道路，为能量守恒定律奠定了基础．
把历史上不同学派间的争论展示给学生，可以打破传统的逻辑教学给学生留下的科学发展是直线前进的印象，使学生了解到，科学发展史是一部理论与实践交叉、失败与成功并存的发展史．回顾历史，还可以加深学生对物理概念的进一步了解，同时对学生进行探索、开拓精神方面的教育．
不同内容的历史，可以使学生得到不同方面的教育．例如利用“热机发展史”可以向学生阐述这样一个道理：各种机器的发明，是生产发展的必然产物，先进机械设备的出现推动了工业革命的发展，而工业革命的发展又带动了机器设备的不断改进．社会要前进，科学发展永无止境．物理学史实中包含有深刻的辩证唯物主义原理，在教学中有意识地用辩证唯物主义观点介绍物理学的某段历史，可以使学生潜移默化地领会并接受辨证唯物主义．
三、紧密联系实际，提高各种能力
近年来，初中物理教学经过一系列的改革，教学质量有了明显的提高．但是还存在着许多问题，其中之一就是物理教学在联系生活、联系社会、联系技术等方面做的还不够．造成学生知识面窄，知识学的死，影响了他们分析问题、解决问题的能力，降低了学生学习物理的兴趣．“阅读材料”广泛收集了物理学联系实际的事实．大到世界各国重视的能源问题，小到家用电器；上到无线电波，下到海洋开发；远到日本银行大楼的日光镜，近到常看的电影片．它们在学生面前展现了一幅幅生动的生活画卷，把学生眼中用概念、公式堆积起来的物理变成了活生生的生活，活生生的物理．
在介绍“阅读材料”中的“电冰箱”时，我特意把冰箱里里外外做了仔细的观察，弄清了冰箱各个部分的位置、形状、作用，还查阅了有关资料．课堂上我既结合汽化、液化讲清了冰箱的原理，又给学生讲了使用冰箱时节电的关键是，缩短开机时间，延长停机时间．要做到这一点，平时应注意尽量少开启冰箱门，减少冰箱内外的热交换．还要注意冷凝器的通风和清洁，以保证良好的散热．我在讲“海市蜃楼”时，把光的折射规律结合进去；在讲“不是老天爷显灵，是建筑师的杰作”时，把回声知识融进去．从“阅读材料”中，学生看到了生活中处处有物理，物理就在我们身边．“阅读材料”中讲的物理知识并不深奥，但使学生感到了知识的价值；使学生的知识面得到扩展，激发了学习物理的兴趣；使学生更加热爱生活、热爱科学．越来越多的学生主动参与学校组织的物理实践活动．在学校，老师课堂上做的演示实验，学生总要利用课外时间，三三两两在教室、到办公室重新操作，仔细观察．在家中，学生找日用品作材料，亲自动手做课本上、习题中介绍的小实验．如：把缝衣服的钢针磁化后做成指南针；用铅笔芯做滑动变阻器，观察小灯泡亮度的变化和电阻的关系；利用音乐生日卡上的闪光二极管做单向导电实验；还有制作潜望镜、小天平……．在这些实践活动中，学生发展了思维能力，增强了动手能力和理论联系实际的能力．
[Key Word] Reading interesting; reading material; literature reading; young adult literature; adolescence
[摘要] 当前中学所普遍存在的英语文学阅读状况是:学生阅读是为了完成老师布置的任务和应付考试。当阅读满足他们的这些任务后，他们的课外阅读行为就停止。本文针对这种现象作了具体的原因分析，指出在国内大部分中学英语教学中，阅读材料是影响学生进行英语文学阅读的一个重要原因。回顾国外学者在这领域所做的理论和实践研究，提出把青少年文学的特点和中学生所处发展时期的各方面的需求结合加以分析，采用把青少年文学作为课外阅读材料这一教学方法。我们通过一系列的教学活动如课外兴趣小组，课外阅读活动，阅读作业，培养和提高中学生英语学习能力和文学阅读兴趣。作者对为什么以及如何运用青少年文学读物作为新型课外阅读材料以培养学生的兴趣和情感进行初步的讨论， 以此引发更多的讨论。
[关键词] 阅读兴趣;阅读材料;文学阅读;青少年文学;青少年时期
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] 赵均. 情感与初中英语课外读物达标. [J] 北京。首都师范大学 2004.
[3] 王初明. 外语学习中的认知与情感需要. [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 首都师范大学学报 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
关键词：中职；英语阅读教学；图式理论
一、图式理论与阅读理解
1932年英国著名心理学家F.C Barlette在其著作《记忆》中提出了属于认知心理学范畴的图式理论。图式理论认为图式是存在于人头脑中已有的知识单位，语言文字仅仅是一些物理符号，某一字和词的含义不在于这些符号本身，而在于使用这些文字符号的人在一定环境中对这些符号的理解。
按照F.C Barlette提出的理论，Cook把图式分为三种类型：（1）语言图式，即读者对构成文章的语音、词汇、语法等语言基本要素的掌握程度及运用能力。（2）内容图式，即读者对语言的意义、文化背景知识、常识、世界知识、现实生活中的事件和行为的认知情况。（3）结构图式，也称形式图式，指读者对阅读材料的体裁和篇章结构的了解程度。在这三种图式中，语言图式是理解文章的基础，内容图式是理解文章内容的依据，形式图式则是调用内容的能力，三者相辅相成，缺一不可。
根据图式理论，读者在进行阅读理解时，首先是通过文字给头脑输入一定的信息，然后在记忆中寻找与输入信息相关的图式，当这些图式被找到并得到激活时，读者就对文章产生了理解。因此，阅读是读者自己头脑中的图式即头脑中已有知识和篇章信息相互作用的过程，阅读过程就是读者利用已有的图式对阅读材料的一个不断地选择、检验、整理与加工并根据其图式对阅读策略进行选择和调整的过程。由此可见，读者获得的已有图式越丰富，对阅读材料的理解就越迅速和准确，阅读理解的能力也就越强。
二、图式理论在中职英语阅读教学中的运用
根据图式理论与阅读能力之间的关系，在阅读理解过程中，读者不能正确理解材料的原因有以下三种情况:（1）读者没有存储与材料主题有关的图式；（2）读者存储了与材料主题有关的图式，但读者的图式不能得到激活；（3）读者存储的图式与材料提供的关于同一事物的图式存在差异，导致对材料的意图做出了误解。根据读者不能正确理解材料的三个原因，本文提出了在中职英语阅读教学中，合理利用图式理论，采用激活已有图式、扩大原图式并建立新图式、合理利用形式图式等渐进反馈式的阅读策略来提高学生的阅读效果，如图1所示。
图1 基于图式理论的渐进反馈式阅读
（一）激活已有图式。
读者在阅读英语材料时，除了语音、词汇、语法等语言基本要素外，读者阅读材料的速度和理解的准确度还受所掌握材料背景知识多少的影响，材料的内容会激活读者存储在头脑中的已有图式，建立起与材料有关的宗教观念、价值体系、风俗习惯和科技知识等方面的背景图式，所以读者的背景图式越丰富，就能利用已有图式快速有效同化材料中的信息，实现对材料的准确理解。因此，在面对英语学习基础和学习热情相对较差的中职生时，讲授新课之前教师应先把与阅读材料主题有关的图片、视频影像等多媒体资料向学生展示，然后逐步引入阅读话题，使学生初步了解话题内容，激活学生已有的与话题有关的背景图式，激发学生想要通过阅读以了解更多相关话题的兴趣，为下一步教学铺平道路。
（二）扩大原图式，建立新图式。
Cook的研究表明，读者掌握的语言图式越多、内容图式越丰富、形式图式运用得越熟练，对材料理解的帮助就越大，阅读的速度就越快，阅读的准确性也高。因此，在英语阅读教学过程中，教师要结合中职生的学习基础和学习特点，合理利用图式理论，不断丰富扩充各种图式，有效提高他们的阅读能力。
1. 重视语言能力，扩充语言图式。
语言图式是指关于语音、词汇、语法等语言基本要素的知识，是读者进行阅读的基础和前提。但是由于中职生的英语基础薄弱，掌握的语言图式很少，所以很难根据经验来推测新的语言知识，因此，当面对生词连篇的阅读材料时，中职生的语言图式无法激活，从而导致相应的内容图式和形式图式也无法激活，最终不能正确理解材料。因此，在中职英语教学中，教师应努力提高学生识别英语词汇、英语习惯用法及语法结构的能力，帮助学生建立丰富的语言图式，为进行快速有效阅读奠定坚实基础。
2. 扩大阅读量，丰富内容图式。
内容图式是指读者已经具有的与阅读材料相关的、有助于理解主题的各种知识，包括文化背景知识、常识、世界知识、现实生活中的事件和行为的认知知识，是读者理解材料的基础。图式理论认为，读者通过阅读材料首先建立语言图式，为了理解语言图式中所隐藏的含义，产生对语篇的理解知识，语言图式需要与内容图式互相作用，所以丰富的内容图式将有助于读者理解阅读材料。考虑到中职生知识的局限性，教师可从以下几个方面来丰富学生的内容图式：（1）激发学生的课外阅读兴趣。只有充分激发中职生英语阅读的兴趣，才能建立英语学习的良性循环，从而真正实现“要我读”向“我要读”，即被动学习向主动学习的转变。（2）丰富学生的背景知识。据了解，有部分学生虽然掌握了语言词汇知识，但也不能真正理解阅读材料的中心思想，因此，许多阅读理解障碍的根源在于背景知识的欠缺，所以教师应通过各种手段尽可能多地给学生介绍相关背景知识，鼓励他们更加广泛地接触英语。（3）加强培养学生对文化差异的敏感度。东西方文化有着明显的区别，这一区别在语言文化上尤为突出，如字词句的构造、文章的布局、惯用表达等，这就要求教师要通过多种途径为学生创设真实的英语语言环境，引导学生自发探索异国文化，从而激发起学习热情，使其内容图式变得越发丰富。
（三）区别文章体裁，合理利用形式图式。
一、迁移学生的阅读范围
小学英语和初中英语的差别为，初中英语涉及到的英语词汇更多、英语语法更复杂。许多初中生因为这道障碍，就不愿意积极阅读英语材料。初中英语教师要意识到：因为学生有自己较熟悉的阅读范围，那么如果在引导学生阅读时，能够迁移学生的阅读范围，就会让学生感到阅读材料的难度降低了。
比如，有一名学生对宗教知识很感兴趣，他本身就是基督教徒。如果教师引导学生阅读与宗教相关的材料，这名学生就会因为文章中出现很多与宗教有关的词汇而感到熟悉，他就会减少阅读时的恐惧感，从而愿意自主阅读英语材料。这名学生的英语教师引导学生阅读的英语材料片断如下：
……
There is total religious freedom in the U S. And people worship in churches， temples， and mosques depending on their religious affiliation. Most major religions are found in the US， such as Christianity， Judaism， Islam， Buddhism， and Hinduism.
……
教师迁移了学生的阅读范围，会帮助学生减轻阅读的压力，让学生愿意自主阅读英语材料。
二、迁移学生的阅读基础
部分初中英语教师开展阅读教学的时候，会只顾自己的教学计划给学生布置统一的阅读材料，这使部分学生觉得自己阅读的英语材料太难，他们就不愿意自主学习。因此，教师在开展教学时，要遵循循序渐进的原则，即先给学生阅读一些难度不太大的英语材料，让学生在阅读时能够积累英语知识，等到学生积累了一定的英语知识时，再逐渐提高阅读的难度。这样学生才不会畏惧英语阅读。
比如，以一名英语教师引导学生阅读以下的英语材料为例：
……
A： I like the culture course. Because of the culture class， I fell in love with Japanese painting.
B： Like manga？
A： Yeah， manga is also my favorite. Japanese painting consists of manga， ukiyo-e and many other kinds.
……
在这篇英语材料中虽然有一些比较生僻的词汇，然而它的语法构成却比较简单。它经常使用的句式为“I like...”“I fell love with...”，还有一些单词如“ Japanese ”“ Because”等，这些都是学生常见的英语词汇。初中英语教师如果能够有效迁移学生的英语基础，然后让学生在以往的英语基础上进一步拓展英语知识，学生就不会再畏惧阅读英语材料了。
三、迁移学生的阅读方法
初中英语教师在开展阅读教学的时候，要了解到虽然英语材料各不相同，但是阅读方法却是相同的。比如，不管阅读哪篇文章，教师都可以引导学生用理解语境的方法阅读英语材料、结合上下文的逻辑关系阅读英语材料等。如果教师能够引导学生迁移阅读方法，同样也可以帮助学生降低阅读的难度。
以初中英语教师引导学生阅读以下的英语文章为例：
……
No place will ever be perfect. Throughout the long story of human being， since human can write and record information， there is no kingdom and society even close to perfect. Perfection is a myth that can become a disease to someone who tries to build an ideal fantastic world.
……
教师可以引导学生认识到，这篇英语材料就是描述历史和社会之间的关系的文章。学生只要了解了这篇文章的意境，就可以通过句式结构大致揣摩出这篇文章的意思。
关键词：课程改革；阅读教学材料；高考阅读材料；切合程度
一、问题的提出
阅读是获取信息的主要途径，也是高中生在学习英语过程中重要的语言输入渠道。本课题研究希望通过比较高中英语教材中Reading部分的文本材料（北师大版）和高考英语试卷中文本材料在话题和常见文体方面所占的比例，对教材中的阅读材料进行适当的取舍或调整，探讨如何选择阅读教学材料，进一步提高阅读教学的针对性。
二、理论依据
阅读文本在阅读教学中占有重要地位。对如何使用教材，英语课标给教师提出的建议是“教师要善于结合教学实际的需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序和教学方法等方面进行适当的取舍或调整”。
安徽省《考试说明》对阅读材料的话题和文体的考查作了较详细的说明，即“要求考生读懂有关日常生活或体的简短文字材料，如公告、说明、广告以及书报杂志中关于一般性话题的简短文段”。教材和《考试说明》在编写和选用阅读材料时，都考虑到材料与日常生活贴近，与学生的需要贴近，与学生的实际生活贴近。
三、研究方法
课题组采用文献研究法对课程标准、安徽省近三年的《考试说明》、（北师大版）高中英语教材模块1～8和近3年来全国各地英语高考试卷中完形填空和阅读理解题进行了研读和比对，探寻教材中的阅读材料在话题和文体的类别和数量等方面与高考语篇阅读材料（完形填空和阅读理解题）之间的关系。
四、研究结果与讨论
课题组结合英语测试基本理论，以课题学校为单位选择一年的高考真题卷进行话题、文体和题型等方面的研究，通过对比归纳，初步总结高考完形填空和阅读理解题的命题规律和特点，为最后实现本课题研究成果提供必要的实证材料。我们对全国一卷与二卷和十六个省市从2009到2011连续三年高考完形填空的体裁和题材以及阅读理解的体裁和题型做了分析研究，结果如下：
教材1～8模块中的阅读材料（共84篇）所涉及的话题不能完全覆盖课标中所列出的24个话题；教材中的阅读文本材料在话题和文体覆盖方面与高考语篇阅读材料（完形填空和阅读理解题）话题和文体的覆盖的相关程度不高；高考“阅读理解”题的六类阅读理解题在4类阅读文体的语篇（记叙文、议论文、说明文和应用文文体）中所占的比例高低不一：教材话题和《课标》话题的相关程度较高；教材中的阅读文本材料的话题与高考语篇阅读材料（完形填空和阅读理解题）所覆盖话题的比例有高有低；教材中的阅读文本材料的文体与高考语篇阅读材料（完形填空和阅读理解题）所涉及各有关文体的篇数和比例存在不太切合的现象；2009～2011年高考英语阅读理解题在考查考生阅读技能6个方面所占的比例有高有低。
《普通高中英语课程标准（实验）》对文本材料的话题范围、阅读材料的选材要求、教师对教材的处理方法和高中毕业生的阅读量都有明确的要求；高考试题中“完形填空”和“阅读理解”题的阅读材料在有关话题和文体的覆盖方面有一定的倾向性；高考“阅读理解”题不同文体的语篇在高考阅读理解6类问题中所占的比例各有侧重。因此，在合理使用教材、选择材料补充课堂阅读材料和帮助学生提高阅读能力方面我们要关注以下几个方面：
一是所补充的阅读材料应与课程标准中所覆盖的话题保持一致。二是阅读材料的选择标准要参照〈课标〉中对教材编写的一些原则要求。三是针对教材中阅读文本所覆盖的话题和文体与高考试题中“完形填空”和“阅读理解”题的阅读材料在有关话题和文体的覆盖方面不完全一致的特点，重点选择补充阅读材料。四是结合高考试题中“完形填空”和“阅读理解”对阅读选材的要求，精选阅读材料，激发学生的阅读兴趣。五是合并或删减教材中的某些阅读语篇，为学生释放更多的阅读时间和阅读空间。六是结合不同文体结构，运用不同的阅读技能解决高考阅读理解题中常考的6类问题。七是结合高考中对语篇的选材要求，选择与教材大话题相吻合，与教材小话题的外延相一致的阅读补充材料，扩大学生的阅读视野和知识面；结合考点，把考点和课时目标的设定结合起来，有重点地安排阅读活动；结合考查要求，灵活使用教材中的练习和教师自编练习，培养和提升学生的阅读速度和解题能力。
但从命题分析，申论一直遵循在给定材料的基础上设定题目。从考生的答卷来看，议论文写作，考生都具有一定的谋篇布局能力，具备基本的语言表达能力，出现的问题常常是偏离主题。在小题目中，考生的问题是要点不全，看不到材料中的主要信息。出现这种情况的原因便是考生忽略材料的阅读，说明考生阅读方法，阅读理解能力欠缺，这方面殛待加强。
申论材料把握的重要意义在于，申论能力的考查是在材料背景下进行的。命题的设计围绕材料主题展开，问题的回答也要从材料中寻找素材，如果把握不了材料，思维就没有了方向，问题回答便无从着手，考生的思考和分析必须紧紧围绕材料。小题目的答案，从近十年来的众多命题规律可以得出结论，评卷的采分点都在材料中，当然这需要考生进行挖掘和归纳。议论文同样是在材料主题的基础上进行论证分析，文章立意，角度选取、论证取材都无法脱离材料。所以从一定意义上讲，申论都是在给定背景材料的基础上回答特定问题。
那么如何提高阅读能力？考生应当把握以下几个方面：
一、要给阅读以充分的时间，并提高阅读速度。考生拿到试卷后常常急于做答，要知道知答案只是分析的结果，没有对材料的充分了解何谈回答。在时间分配上，阅读不要匆忙，在两个半小时的整个考试时间里，考生要在阅读上分配50分钟左右的时间。阅读有两个目的要实现：一是把握材料的主题和主要线索，二是要把握题目涉及的材料。总之，要对材料形成整体印象。由于阅读不充分，在做题时必然反复阅读，那么整个做答时间一定很紧张。把握这一点的同时，考生还要在训练中提高文字阅读速度，提高快速反映能力，迅速捕捉材料相关信息。
二、阅读顺序要科学。从试卷来看，大致分三个部分，第一部分为题目总体说明，第二部分为交代背景材料，第三部分为题目要求。从阅读顺序来看，应首先阅读总体说明，了解注意事项。这部分内容在考试主考机关的考试大纲中会有说明，考生应提前了解。然后再阅读题目要求，对题目要求考生要字斟句酌，明确题目数量，题目的问题到底是什么，这样注意力在阅读时会有意识地思考相关问题。最后是材料阅读，阅读重点、时间的绝大部分要放在材料阅读上。
三、材料阅读的重点与方法。背景材料会围绕主题尽可能提供丰富的内容，材料给付的角度不同，提供问题不同方面的信息。材料对于特定题目的重要程度是不同的，某个题目的答案通常在特定的几则材料中。总体看，第一则材料要引起重视，理论性、分析性材料也要引起重视。第一则材料与主题有密切的联系，往往会揭示主题。理论性、分析性文字会揭示材料的深刻内涵，对于认识问题的原因、意义和作用可以提供极大帮助。其他材料则是现象的描述或者事例，为我们发现问题提供基础、为解决问题提供启示。
在阅读方法上，首先，考生要注意关键词和关键句的捕捉。关键词通常就是采分点，反复出现的词一定是主要问题或问题的主要方面，这些词通常在一则材料或某一自然段的开头或结尾。关键句则是材料的总结或概括，其表现的方式通常用“说明了”、“表现了”等字样。其次，考生要注意及时做眉批，把阅读时把材料的核心思想进行勾画，并按照现象、问题、原因、对称、意义作用进行归纳，或者对应题目涉及的材料做出标记。这是基础工作，在紧张的时间里，这样做会提高做答的速度。第三，学会快速阅读。平时重视这方面的训练，事例只要浏览，说明政策或道理的，要在阅读中要从宏观上快速把握。
四、如何提炼挖掘有用信息。在与考生的交流中，考生对照试题答案，常常苦恼自己为什么没有发现答案，或者是找不到答案。那么如何从材料中发现有用信息呢。
对于概括题型，考生要在头脑中形成一定的逻辑结构，即“现象-问题-原因-对策-意义作用”结构，这些方面都注意到了，主题抓住了，概括的内容就会比较全面，且不会偏离主题。具体要点来看，要紧紧把握关键词和关键句子，从概括题型的评分上看，要点重于逻辑。
对策题型，要注意借鉴，要从材料中的事例、政府行为和学者建议中获得启示，材料中或许还有国外的做法，也可以为我们提供经验。还有，要注意原因的分析文字，原因找到了，问题便能得以解决。前者，可以为对策的可行性提供借鉴，后者则会提高对策的针对性。
对于分析题型，要注意整体把握。要抓住事物的主要矛盾，或者是矛盾的主要方面，分析题型的本质要求在于做出结论，做出定性或明确观点。那么材料中的结论性文字或者矛盾关系范畴要注意，比如材料中出现的“说明了”、“表现了”等文字。考生要善于比较与联系，比较范畴之间的关系，联系材料的主题。
