个性化阅读教学，是在对传统阅读教学反思的基础上提出的。
The concept of Personalized teaching of reading is put forward on the basis of the reflection on the traditional teaching of reading.
培养学生交际能力是大学英语专业阅读教学的目标，为了实现此目标，学生需要大量语言和非语言材料的输入，而传统阅读教学中存在着语言、特别是非语言输入量不足的问题。
Improving students communicative competence is the aim of reading teaching for English majors at college level, and students need a lot of input of verbal and nonverbal materials.
传统的英语阅读教学方法主要以语言形式、句子结构为中心，且停留在句子层面。
The traditional EFL reading teaching approach is mainly atomistic and form-oriented and the reading teaching only stays at the sentence level.
反思传统的阅读教学，灌输化、程式化、单一化等种种弊端越发难以适应新的变革。
Rethinking the traditional teaching of reading, there are kinds of shortcomings such as instilment, formulization and singleness are not adjusting to the changes.
创造性阅读能够改变传统的阅读教学的现状，使阅读教学出现了生机与活力。
Creative reading can change the present situation of traditional reading teaching and bring vitality and vigor into them.
第三章阐述了传统阅读模式理论和我国当前英语阅读教学模式存在的问题。
Chapter three presents conventional perspectives on nature of reading and present learning and teaching situation of reading.
因此，整体阅读教学观念是吸取传统的阅读教学思想精华，在长期阅读教学的理论与实践基础上产生的。
Thus, the idea represents the soul of traditional reading teaching and bases on the theory and practice of reading teaching.
传统的阅读教学是在前苏联文艺理论和“以作者为中心”、“以作品为中心”理论的指导下进行的。
The traditional teaching of reading in the former Soviet Union, literary theory, and "author center", the "work-centered" theory under the guidance of.
应用语篇衔接进行英语阅读教学，可以有效地弥补传统的以词语或句子为单位阅读教学中的不足。
Teaching English reading in discourse cohesion can effectively overcome the deficiency on the traditional word-centered or sentence-centered teaching method.
阅读应该是一种具有个性化的创造性的劳动，而传统的语文阅读教学注重的是如何读懂作者的本意，这种阅读方法不利于发挥读者的主观能动性。
Traditional teaching method of Chinese reading attaches importance to the understanding of the writer′s original meaning, which prevents the readers from bringing their initiative into full play.
传统的英语阅读教学，以注重语言因素为甚，忽视了非语言因素对阅读理解的影响作用。
In the traditional English reading class, language elements are much stressed, while non-language elements are always neglected.
然而长期以来，中学语文文学作品阅读教学由于受到传统理念的束缚和对新的教学理念认识的偏差，使得文学作品阅读教学裹足不前。
Therefore we need to carefully examine immediately the middle school language literary work reading education, and tries hard above this foundations to be able to make the valuable exploration.
但是，由于传统的阅读教学方法以及现代普遍流行的雅思阅读教学方法存在着很多问题，中国考生的雅思阅读能力大都不理想。
However, due to the various problems in the traditional and current IELTS reading teaching, Chinese candidates 'abilities of reading comprehension are generally far from satisfaction.
然而，目前在我国，传统的语法翻译法在阅读教学中占主导地位，它强调阅读是被动的解码过程。
Many researchers believe that the current poor reading competence may be due to the grammar translation method which has been used in English reading in our country for many years.
“理解式阅读教学法”是针对传统的“文章学阅读教学法”的弊端而提出来的中学语文阅读课教学法。
The comprehensive reading teaching method is put forward in view of the disadvantages of traditional text-based reading teaching method. It is aimed at cultivating students' understanding.
而传统的语文阅读教学注重的是如何读动作者的本意，这种阅读不利于发挥读者的主观能动性。
The traditional language teaching reading lunwen114focused on how to read the author's intended move, which is not conducive to reading the reader to play to the initiative.
而传统的语文阅读教学注重的是如何读动作者的本意，这种阅读不利于发挥读者的主观能动性。
The traditional language teaching reading lunwen114focused on how to read the author's intended move, which is not conducive to reading the reader to play to the initiative.
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