从语言心理学的角度看,所谓阅读就是从文字材料中获得意义的心理过程。在这个过程中,学习者要把原文中的思想变为自己的思想,这就需要学习者除了识字要达一定熟练程度外,还必须有感知、记忆、想象、思维等认识活动的参与。由于各种心理过程在阅读中所起的作用不同,所以也就造成了不同程度的阅读水平。以阅读语文教材为例,我认为学生的阅读水平按照从低级到高级的顺序可划分为以下三种: 一是记忆性阅读。这种水平上的阅读更多地依靠感知、记忆能力,采取“阅读百遍,其义自见”的呆读方法进行。阅读之后,往往只能机械地把原文说出来,至于读物的意义,并不很清楚。二是理解性阅读。它比记忆水平提高了 From a linguistic psychology point of view, the so-called reading is the psychological process of obtaining meaning from the textual material. In this process, the learner should change the original thought into his own thought, which requires learners to acquire knowledge, memory, imagination, thinking and other cognitive activities in addition to their literacy skills. Due to the different functions of various psychological processes in reading, it also leads to different degrees of reading. To read the textbook, for example, I think the students' reading level in accordance with the order from low to high can be divided into the following three: First, memory reading. This level of reading depends more on perception, memory, take “read a hundred times, the meaning of self-see,” stay reading method. After reading, often only the original text to speak out, as the meaning of reading, not very clear. The second is understanding reading. It is better than memory