錢劍英

摘 要：本文筆者思考的是如何改進(jìn)閱讀教學(xué)設(shè)計，讓學(xué)生對閱讀內(nèi)容、閱讀過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)容的表達(dá)”。

關(guān)鍵詞：英語教學(xué)； 優(yōu)化閱讀教學(xué)設(shè)計； 培養(yǎng)思維能力

中圖分類號：G633．41 文獻(xiàn)標(biāo)識碼：A 文章編號：1006-3315（2014）03-014-003

一、引言

2013年，社會又一次把英語教學(xué)推上了風(fēng)口浪尖。中央電視臺新聞頻道播出《英語，中國應(yīng)該怎么考？》，中國青年報報道《近20年的中學(xué)英語改革是一種倒退？》。民眾廣泛認(rèn)為“英語耗時多，收效小”、“中小學(xué)英語教育掉入應(yīng)試泥潭”。英語教育專家們也承認(rèn)“英語教育有問題”。在“學(xué)習(xí)內(nèi)容”方面，“英語教材內(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年浙江省所有英語教學(xué)改革。80年代以《How Karl Marx Learned Foreign Languages》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)有限公司合編了《高級中學(xué)教科書》，當(dāng)時英語教師一片歡欣鼓舞，不管從聽說還是讀寫都覺得有了時代感、有了生活氣息，到了2003年，人民教育出版社英語室編著了《全日制普通高級中學(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。同時我們一線教師也從未停止過優(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，讓學(xué)生對閱讀內(nèi)容、閱讀過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)容的表達(dá)”。

二、閱讀教學(xué)中思維能力的培養(yǎng)

近年來，英語教育界出現(xiàn)了一批一線教師積極研究基于評判性思維的評判性閱讀教學(xué)（葛炳芳，2013；貴麗萍，2010；歐陽護(hù)華、熊濤，2013），但是高中生的評判性思維還處于起步階段，思維能力要求過高的任務(wù)會令他們無所適從（朱旭彬，2012），也有老師認(rèn)為評判性閱讀教學(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)置評判性的任務(wù)，因此，本課例的思維能力并不專指評判性思維，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《全日制普通高級中學(xué)教科書（必修）》第一冊第四單元。主要的教學(xué)目的是通過學(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)過程：

步驟一: 導(dǎo)入

Today we are going to read a story “The Rescue” by DH Lawrence, who was one of the most famous writers in Britain. “Rescue” is the act of saving sb. or sth. from a dangerous or difficult situation. Can you name some dangerous or difficult situations 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.

【評析】利用頭腦風(fēng)暴導(dǎo)入主題，搭建了一個訓(xùn)練發(fā)散性思維的平臺。詞匯量大的同學(xué)會輸出一些其他同學(xué)不太熟悉的詞比如：tsunami，這樣可以豐富其他同學(xué)的詞匯。同時每位同學(xué)想到的危險處境不盡相同，可以拓寬學(xué)生的思維空間。

步驟二: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, which grew to a terrible roar.

【預(yù)設(shè)答案】A terrible flood was advancing towards Flora and Jeff.

【評析】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”、“消極”地接受信息的過程。教師在閱讀教學(xué)的過程中引導(dǎo)學(xué)生恰當(dāng)?shù)剡\用預(yù)測,能變“被動”為“主動”。由于它要求學(xué)生集中精力、開動腦筋,進(jìn)行大膽、積極、富于創(chuàng)造性的思維活動,因此,它將極大調(diào)動學(xué)生參與意識,時刻準(zhǔn)備接收所需信息的思維傾向。對于根據(jù)上述文本的預(yù)測，有學(xué)生認(rèn)為是There was 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 surprised that she couldnt move. She wanted to watch it. However, before she could think twice, the water was upon her.

【評析】讀到此處，學(xué)生恍然大悟，幾乎齊聲說 “A flood”.

Activity 3: What damage will a flood cause?

【預(yù)設(shè)答案】Things will be washed away; people will lose their lives; crops will be destroyed…

【評析】學(xué)生回答“a flood”后，教師順勢提問學(xué)生洪水會帶來什么危害。目的是要求學(xué)生利用已知信息來限定將要閱讀到的內(nèi)容可能會涉及的范圍,為了讓學(xué)生積極思考，在閱讀的過程中匹配自己預(yù)測的內(nèi)容和最大限度地獲取未知信息。

Activity4: Keep on reading till “Flora started crying” and underline the damage the flood caused. Dont worry about the missing words.

“____1___!”Jeff shouted, ____2___ her arm.

The next moment the first wave swept her down, swallowing the garden. Jeff __3___ her towards the house. Everything went so fast, she couldnt think. Before they reached 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. He was standing, __4____ a tree that grew against the wall. Floras head was above the water but she couldnt stand up. 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 knees. Jeff and Flora looked into each others face 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. When the water seemed to go down a little, they ran. As they got to the steps, they heard another great roar, 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 water moved up like a sea. Flora ran up the stairs. There she stopped, listening to the strange sounds, while the whole house moved. Flora, whose beautiful hair and dress were all cold and wet, started crying.

【預(yù)設(shè)答案】swallowed the garden; swept down trees; moved the hous……

【評析】 這一環(huán)節(jié)是引導(dǎo)學(xué)生自主查找、梳理信息點，主動建構(gòu)信息網(wǎng)，以幫助學(xué)生對閱讀文本的準(zhǔn)確理解。

Activity 5: Flora and Jeff were in real danger. What do you think they should 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.

【評析】為了培養(yǎng)學(xué)生在生活中遇到類似的情況的時候該如何及時、妥善的解決問題的能力。

Activity six: Finish the last part of the story and answer two questions:

“The house is falling down!” shouted Jeff. “Where is 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 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 right! All right!”

Question 1:What 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 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

【評析】猜測詞義是學(xué)生在閱讀文本時必須要具備的一項能力，因為在閱讀過程中碰到生詞我們不可能每個都去查字典。像stand這一類“熟詞生義”，學(xué)生還容易受先前學(xué)過的語義干擾。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，大腦始終處于思維狀態(tài)。

步驟三:閱讀，賞析語言

seizing, run, pulled herself up, struggled and struggled, climbing the stairs, dragged, get to the steps, ran up, holding onto

Activity 1: Discuss with your partner and decide what the missing words should be. There are some words and expressions to help you.

What do the words and expressions 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 stairs

All the words and expressions vividly convey the two main characters were eager to rescue themselves.

【評析】這項任務(wù)的設(shè)計是為了培養(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關(guān)系，準(zhǔn)確理解詞義。

通過對單詞短語的分析，概括出故事主人公奮力自救和互助的過程，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】

【評析】這是要求比較高的一項任務(wù)。作者是從洪水的聲音、速度、形狀和力量四個角度描寫，描寫過程中分別用了生動形象的比喻、對比等修辭。學(xué)生要完成這項任務(wù)，需要有較強(qiáng)的分析和概括能力。教師可以通過啟發(fā)，舉例子等方式幫助學(xué)生思考完成任務(wù)。

步驟四:讀后，評判、創(chuàng)造

Activity 1:Since the writer did such a detailed and vivid description of the flood, can we use a “A Terrible Flood”to replace the title “The Rescue”?Why?

【評析】好標(biāo)題應(yīng)做到概括性、針對性、醒目性三原則的有機(jī)結(jié)合。本文雖然有大篇幅描寫洪水的來勢洶洶，但作者想突出的主題是主人公在如此兇猛的洪水中如何自救和互助，所以文章標(biāo)題更適合用The Rescue，而不是A Terrible Flood. 這是訓(xùn)練學(xué)生們評判性思維能力。

Activity 2:The story we learned today is only part of a novel.What do you think will happen to Jeff and Flora?

【評析】續(xù)寫故事是要求學(xué)生根據(jù)提供的情節(jié)，充分理解情節(jié)的中心、人物、主要事件，然后順著原文的思路開展合乎情理的想象，想象事情的發(fā)展結(jié)果。寫作手法與語言風(fēng)格也要和原文保持一致，使整篇文章沒有做作的痕跡。這樣的練習(xí)，既可以發(fā)展學(xué)生們的想象力和思維力，又可以培養(yǎng)他們的語言表達(dá)能力。

三、結(jié)語

有老師評價，在這節(jié)課中，學(xué)生們像是做了一次大運動量的思維體操，每個環(huán)節(jié)都需要學(xué)生分析、推斷、預(yù)測、歸納、概括、評價等。

“學(xué)而不思則罔”。在外語界“思辨缺席”的現(xiàn)實背景下，每一位英語教育實踐者都應(yīng)該積極探索思維訓(xùn)練的方式方法，不僅在閱讀中實踐，也可以在聽、說、寫中培養(yǎng)。讓孩子們能對我們的學(xué)科感興趣，幫助他們成為善于思考的一代。

參考文獻(xiàn)：

［1］葛炳芳.英語閱讀教學(xué)的綜合視野:內(nèi)容、思維和語言[M]杭州:浙江大學(xué)出版社，2013

［2］貴麗萍,黃建英,周勇,林妮.英語閱讀教學(xué)中的思維活動:評判性閱讀視角[M]杭州:浙江大學(xué)出版社，2011

［3］歐陽護(hù)華,熊濤.基于批評話語分析的三維批判性閱讀模式[J] 廣東外語外貿(mào)大學(xué)學(xué)報,(1):37-39，2013

［4］全日制普通高級中學(xué)教科書(必修).英語第一冊(上)[M]北京:人民教育出版社，2003

［5］朱旭彬.高中英語評判性閱讀教學(xué)設(shè)問策略之探索[J]中小學(xué)外語教學(xué)(中學(xué)篇),(8):1-5，2012