The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.
老师的目的是在观察每个印刷符号形状的过程中，尽快让学生了解其形状，并在学生几乎没有注意到单个字母的形状的情况下，了解单词和短语的含义。
When a good reader is at work he does not look at letters, nor even at words, one by one however quickly; he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. The eyes of a very good reader move quickly, taking long jumps and making very short halts; the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.
当一个好的读者在阅读时，他不会一个接一个快速地看字母，甚至单词；他在一瞬间一次理解两个、三个或四个单词的意思。仔细观察一个正在阅读的人的眼睛，会发现他们并不是沿着印刷品的线条流畅地移动，而是通过跳跃来移动，跳跃之间相隔很短的停顿。一个优秀的读者的眼神移动很快，跳跃的距离很长，停顿很短；一个不熟练的读者眼神移动得较慢，跳跃很短，每次停顿的时间更长。有时，当他遇到困难时，他甚至会返回重新看已经看过的文字。
The teacher’s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump’) and to remove the necessity for going backwards to read something a second time.
因此，老师的任务很明确：就是训练学生一眼就能记住几个单词（一次眼神跳跃），并消除再次回看的必要性。
This shows at once that letter-by-letter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil’s eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense; and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.
这立刻表明，一个字母接一个字母，一个音节接一个音节，一个单词接一个单词地阅读，手指指向单词，仔细地依次固定每个单词，都是错误的。错误的原因是因为这样的方法把学生的眼神固定在一个很短的跳跃上，目的是为了训练长距离跳跃。此外，很短的跳跃没有任何意义；我们发现，在分别训练三个或四个单词后，学生必须将它们放在一组中重看才能理解整个短语的含义。
网友评论