優(yōu)化閱讀教學(xué)設(shè)計(jì)培養(yǎng)學(xué)生思維能力

1、優(yōu)化閱讀教學(xué)設(shè)計(jì) 培養(yǎng)學(xué)生思維能力一、引言 2013年，社會(huì)又一次把英語(yǔ)教學(xué)推上了風(fēng)口浪尖。中央電 視臺(tái)新聞?lì)l道播出英語(yǔ)，中國(guó)應(yīng)該怎么考？，中國(guó)青年報(bào)報(bào) 道近 20 年的中學(xué)英語(yǔ)改革是一種倒退？ 。民眾廣泛認(rèn)為“英 語(yǔ)耗時(shí)多，收效小”、“中小學(xué)英語(yǔ)教育掉入應(yīng)試泥潭”。英語(yǔ) 教育專家們也承認(rèn)“英語(yǔ)教育有問(wèn)題”。在“學(xué)習(xí)內(nèi)容”方面， “英語(yǔ)教材內(nèi)容與孩子們的認(rèn)知水平不符， 教學(xué)要求降低了孩子 們的智商”，在英語(yǔ)教學(xué)上，缺乏“深層次探討”和“有思想、 有內(nèi)容的表達(dá)”。筆者經(jīng)歷了近 20年浙江省所有英語(yǔ)教學(xué)改革。 80 年代以 How Karl Marx Learned Foreign Languag

2、es 為代表的文學(xué) 經(jīng)典類教材用了將近 15 年，1996 年由人民教育出版社和朗文出 版集團(tuán)XX公司合編了高級(jí)中學(xué)教科書，當(dāng)時(shí)英語(yǔ)教師一片 歡欣鼓舞， 不管從聽說(shuō)還是讀寫都覺(jué)得有了時(shí)代感、 有了生活氣 息，到了 2003 年，人民教育出版社英語(yǔ)室編著了全日制普通 高級(jí)中學(xué)教科書，然后就是現(xiàn)行的教材。雖然現(xiàn)行教材還存在 一些不足， 但可以看出教材編寫者一直在不斷努力中。 同時(shí)我們 一線教師也從未停止過(guò)優(yōu)化課堂教學(xué)的研究。 本文筆者思考的是 如何改進(jìn)閱讀教學(xué)設(shè)計(jì)， 讓學(xué)生對(duì)閱讀內(nèi)容、 閱讀過(guò)程充滿興趣 和好奇心，進(jìn)而促進(jìn)他們的思維發(fā)展，最后達(dá)到“有思想、有內(nèi)二、閱讀教學(xué)中思維能力的培養(yǎng) 近年來(lái)，

3、英語(yǔ)教育界出現(xiàn)了一批一線教師積極研究基于評(píng)判 性思維的評(píng)判性閱讀教學(xué)（葛炳芳， 2013；貴麗萍， 2010；歐陽(yáng) 護(hù)華、熊濤，2013），但是高中生的評(píng)判性思維還處于起步階段， 思維能力要求過(guò)高的任務(wù)會(huì)令他們無(wú)所適從（朱旭彬，2012），也有老師認(rèn)為評(píng)判性閱讀教學(xué)是“貴族”教學(xué)， 收益人群往往只 是部分優(yōu)秀學(xué)生。 筆者認(rèn)為閱讀課中并不是處處都適宜設(shè)置評(píng)判 性的任務(wù)，因此，本課例的思維能力并不專指評(píng)判性思維，而是 廣義上的思維訓(xùn)練， 即在表象、概念的基礎(chǔ)上培養(yǎng)學(xué)生學(xué)會(huì)分析、 比較、綜合、概括、判斷、推理等能力。本課例的文章The Rescue選自全日制普通高級(jí)中學(xué)教 科書（必修）第一冊(cè)第四單元

4、。主要的教學(xué)目的是通過(guò)學(xué)生閱 讀文章，完成老師設(shè)置的教學(xué)任務(wù)，培養(yǎng)他們的思維能力。教學(xué)過(guò)程：步驟一 : 導(dǎo)入Today we are going to read a story “The Rescue” byDH Lawrence, who was one of the most famous writers in Britain.“Rescue” is the act of saving sb. or sth. froma dangerous or difficult situation. Can you name some dangerous or difficult situations

5、 in which people need rescue?【預(yù)設(shè)答案】 earthquake; flood; typhoon; hurricane; fire; robbery; war; explosion; traffic accidents; tsunami; lost in the forest; snow storm; sand storm, etc.【評(píng)析】利用頭腦風(fēng)暴導(dǎo)入主題，搭建了一個(gè)訓(xùn)練發(fā)散性思 維的平臺(tái)。詞匯量大的同學(xué)會(huì)輸出一些其他同學(xué)不太熟悉的詞比 如： tsunami ，這樣可以豐富其他同學(xué)的詞匯。同時(shí)每位同學(xué)想 到的危險(xiǎn)處境不盡相同，可以拓寬學(xué)生的思維空間。步驟二:

6、閱讀，理解文本Activity 1: In the story, there are two main characters: Flora and Jeff. They are facing a dangerous situation. Read the first few sentences of the story and guess what it is ？Flora heard somebody shouting. She looked around and saw Jeff running. Before she could move, she heard a loud noise,

7、 which grew to a terrible roar.【預(yù)設(shè)答案】 A terrible flood was advancing towards Flora and Jeff.【評(píng)析】閱讀被看成是屬于接受技能 (Receptive Skill)的范疇 ,往往被看做是一種“被動(dòng)”、 “消極”地接受信息的過(guò)程。 教師在閱讀教學(xué)的過(guò)程中引導(dǎo)學(xué)生恰當(dāng)?shù)剡\(yùn)用預(yù)測(cè) , 能變“被 動(dòng)”為“主動(dòng)”。由于它要求學(xué)生集中精力、開動(dòng)腦筋 , 進(jìn)行大 膽、積極、富于創(chuàng)造性的思維活動(dòng) ,因此, 它將極大調(diào)動(dòng)學(xué)生參與 意識(shí) ,時(shí)刻準(zhǔn)備接收所需信息的思維傾向。對(duì)于根據(jù)上述文本的 預(yù)測(cè)，有學(xué)生認(rèn)為是 There wa

8、s a terrible earthquake, 也有 學(xué)生認(rèn)為是 A building was falling down.Activity 2: Read more sentences and you will have a clear idea. 教師展示更多的文本信息。She looked at Jeff, who was waving his arms. She looked around, behind her. There she saw a wall of water that was quickly advancing towards her. She was so surpr

9、ised that she couldn 't move. She wanted to watch it. However, before she could think twice, the water was upon her.【評(píng)析】讀到此處，學(xué)生恍然大悟，幾乎齊聲說(shuō) “A flood ”.Activity 3: What damage will a flood cause?【預(yù)設(shè)答案】 Things will be washed away; people will losethei r lives; crops will be destroyed【評(píng)析】學(xué)生回答“ a floo

10、d ”后，教師順勢(shì)提問(wèn)學(xué)生洪水 會(huì)帶來(lái)什么危害。目的是要求學(xué)生利用已知信息來(lái)限定將要閱讀 到的內(nèi)容可能會(huì)涉及的范圍 ,為了讓學(xué)生積極思考，在閱讀的過(guò) 程中匹配自己預(yù)測(cè)的內(nèi)容和最大限度地獲取未知信息。Activity4: Keep on reading till“Flora startedcrying ” and underline the damage t h e flood caused. Don't worry about the missing words.“1_!”Jeff shouted, 2_ her arm.The next moment the first wave s

11、wept her down, swallowing the garden. Jeff _3_ her towards the house.Everything went so fast, she couldn't think. Before theyreached the house, a new great wave came, sweeping down trees, and sweeping them down too. They both went down under water.Then Jeff pulled her up. Hewas standing, _4 a tr

12、eethat grew against the wall. Flora's head was above thewater but she couldn 't stand u p. She _5_, but could not get on her feet. Only his hand was holding her hand.She fought for her life, and finally _6_. Now, the water, which was cold as ice and flowed faster than a river, was above her

13、knees. Jeff and Flora looked into each other'sface with a look of fright.“7! ” Jeff shouted.It was only just around the corner: four big steps! She looked at him, but she could not move. Whenthe water seemed to go down a little, they ran. As they got to the steps, they heard another great roar,

14、and the wall of the house shook. The water flowed around their legs again, but Jeff had opened the hall door.Flora quickly began _8_. Boom! Another wave struck the house, and a strange cracking noise again. The watermoved up like a sea. Flora ran up the stairs. There she stopped, listening to the st

15、range sounds, while the whole house moved. Flora, whose beautifulhair and dress were allcold and wet, started crying.【預(yù)設(shè)答案】 swallowed the garden; swept down trees; moved the hous 【評(píng)析】這一環(huán)節(jié)是引導(dǎo)學(xué)生自主查找、梳理信息點(diǎn)，主 動(dòng)建構(gòu)信息網(wǎng)，以幫助學(xué)生對(duì)閱讀文本的準(zhǔn)確理解。Activity 5: Flora and Jeff were in real danger. Whatdo you think they sh

16、ould do?【預(yù)設(shè)答案】 climb to a high place; hold onto something firm or strong enough; catch sth which can float; call 110; send SOS signals etc.【評(píng)析】為了培養(yǎng)學(xué)生在生活中遇到類似的情況的時(shí)候該如 何及時(shí)、妥善的解決問(wèn)題的能力。Activity six: Finish the last part of the story andanswer two questions:“The house is falling down!” shouted Jeff.“Wher

17、eis the chimney? Which room? The chimney will stand.”Jeff looked out of the window. Below, the water swept past the house like a wild river. Tree after tree went down, cut down by the water, which must have been three meters deep. The garden that was once so beautiful was completely destroyed, swept

18、 away by the wild water.A terrible noise went through the house. A part of the house had gone down and the floor moved up and down under their feet. For some moments both were silent.“This will stand. This here will stand. See! That chimney! Like a tower. Yes! All righ t! All right! ”Question 1:What

19、 was Jeff looking for? Why?Question 2:What does “stand ” mean? Choose one sentence in which “stand ” has the similar meaning as the one in the passage.A. The salad improves if made in advance and left to stand.B. Stand the plant in the open in a sunny, sheltered place.C. There are very few buildings

20、 left standing.D. I reached for the lamp, which stood in the middle of the table.【預(yù)設(shè)答案】 1. Jeff was looking for the chimney, because it was the highest place in the house.2.C評(píng)析】猜測(cè)詞義是學(xué)生在閱讀文本時(shí)必須要具備的一項(xiàng)能 力，因?yàn)樵陂喿x過(guò)程中碰到生詞我們不可能每個(gè)都去查字典。 像 stand 這一類“熟詞生義”， 學(xué)生還容易受先前學(xué)過(guò)的語(yǔ)義干擾。 為了猜準(zhǔn)詞義，學(xué)生必須全神貫注，聯(lián)系上下文，理順文本前后 邏輯，大腦始終

21、處于思維狀態(tài)。步驟三: 閱讀，賞析語(yǔ)言seizing, run, pulled herself up, struggled andstruggled, climbing the stairs, dragged, get to the steps, ran up, holding ontoActivity 1: Discuss with your partner and decide whatthe missing words should be. There are some words and expressions to help you.What do the words and exp

22、ressions have in common?【預(yù)設(shè)答案】 1.Run 2. seizing 3.dragged 4.holding onto 5.struggled and struggled 6.pulled herself up 7.Get to the steps8.climbing the stairsAll the words and expressions vividly convey the twomain characters were eager to rescue themselves.【評(píng)析】 這項(xiàng)任務(wù)的設(shè)計(jì)是為了培養(yǎng)學(xué)生在整體理解文章的 基礎(chǔ)上，正確把握上下文的邏輯

23、關(guān)系，準(zhǔn)確理解詞義。通過(guò)對(duì)單詞短語(yǔ)的分析， 概括出故事主人公奮力自救和互助 的過(guò)程，是培養(yǎng)學(xué)生分析、概括能力。Activity 2:How did the writer describe the terrible flood? Read the whole story again and underline the words, phrases and sentences to describe the flood.【預(yù)設(shè)答案】【評(píng)析】這是要求比較高的一項(xiàng)任務(wù)。 作者是從洪水的聲音、 速度、形狀和力量四個(gè)角度描寫， 描寫過(guò)程中分別用了生動(dòng)形象 的比喻、對(duì)比等修辭。學(xué)生要完成這項(xiàng)任務(wù)，需要有較強(qiáng)的分析