程幗芳

閱讀其實是基于文本和讀者已有的知識和經(jīng)驗建構(gòu)新意義的過程（王薔，2016）。英語學科閱讀素養(yǎng)主要包括四方面：語言能力、學習能力、思維品質(zhì)和文化品格，其中思維品質(zhì)是指辨析語言和文化表現(xiàn)的各種現(xiàn)象，推斷信息的邏輯關(guān)系，評判各種思想觀點，從而建構(gòu)新的概念理性表達自己的觀點。思維品質(zhì)發(fā)展有著自己的一些特性——比較感性。感性思維固然有其優(yōu)勢，但會影響理性思維的發(fā)展——過于感性的時候，理性就顯得相對薄弱。著名特級教師田湘軍老師的閱讀教學課“When Harry and Holly were younger”為我們很好地詮釋了怎樣在關(guān)注閱讀素養(yǎng)的同時發(fā)展學生思維品質(zhì)。

一、閱讀前關(guān)注思維的情境創(chuàng)設(shè)

在英語學習的過程中，語言能力提升，必然伴隨思維的發(fā)展。因為語言既是思維的工具、思維的載體，也是思維的一種形態(tài)。學習語言是一個信息轉(zhuǎn)換的過程，不會思維就不能學好第二語言。語言技能中的聽、說、讀和寫需要大量的輸入，創(chuàng)設(shè)支持性閱讀情境對學生的思維能力的培養(yǎng)起著舉足輕重的作用。

（一）緊扣文本，激發(fā)思維

【教學回顧】

Introduction

T:Look at the screen.You can find some informations.No.1 I just want to say good morning to you.So you have to say...

Ss:Good morning.

T:Do you want to say good morning to the teacher over there?

Ss:Good morning.

T:Maybe you can also say other things.Let’s have a try.Sing a song“If you’re happy”.

T:SoNo.1 greets:Good morning.No.2 What’s my name?Tian Xiangjun,that means Tian is my family name.You can call me Miss Tian,Yes?Mr.Tian.

Ss:Mr Tian.

T:Xiangjun.If I’m from Nanjing,my name will change to Tian Sujun. If I’m from Sichuan,that is Tian Chuanjun.So where does Mr.Tian come from?Xiang is short for Hunan.I am from Hunan.But I teach in Guangdong.And this is my name.Here’s my WeChat public service number: candlenight 2015.Right?That’s all for this information about me.

【教學賞析】

語言知識由語音、詞匯、句法、語篇、功能和話題構(gòu)成。從學生出發(fā)找準新舊知識的連接點，這些知識連接得越牢固，學生學習起來效果就越好（汪明帥，2011）。課堂的導(dǎo)入是教學流程中一個重要的環(huán)節(jié)，決定著學生是否喜歡這堂課并進行思考。本課執(zhí)教教師是新教師，所以教師以半控制的開場方式進行自我介紹，這讓師生間減少了陌生感。寬松的語言環(huán)境是思維發(fā)展的前提。熟悉的歌曲和簡單的句型為接下來的閱讀做好了鋪墊。

（二）營造氛圍，促進思維

【教學回顧】

Playing games

T:Look at the screen.Who’s that?

Ss:You.

T:Yes,that’s me.That is one of the handsome teachers.Haha! you’re laughing.You don’t believe that.Look at Mr.Tian.What a big head!Very very big head. And some informations about me.No.1 Can you read it?

Ss:Playing games.

T:It means Mr.Tian likes playing games.Ilikeplaying games.OK.Good.Do you like playing games? Let’s play games.Right.The name of this game is Simon says.You know that.If you hear“touch your head”，don’t do that.If you hear“Simon says touch your head”，do that.Understand?Do you want to try?Three,two,one.

T:Touch your head.Simon saystouch yourhead.Simon saystouch yournose.Hands down.Simon says hands down.Stand up.Simon says stand up,wash yourface.Simon says brush your teeth.Simon says get dressed.Simon says sitdown please.OK.Let’s do it again.Stand up.Simon says stand up.Simon says wash your face.Simon saysbrush yourteeth.Simon says comb your hair.

T:I have very very short hair.But I still want to comb it.Simon says get dressed.Simon says button your shirt.You know shirt.This is shirt.Simon says take your towel,take a bath.This way.Simon says take a bath.Simon says take off your shoes.No,don’tdo that.It smells terrible.

T:Just now when we play the game simon says we notice some verb phrases.Maybe you know this one.Can you read it?

T:Get dressed.What about thisone? Crawl.Button your shirt.Carry my school bag.Comb my hair.Read them together. Here come to the second page,Can you read it?Tie my shoelaces,tie my hair up,put on my shoes,pack my schoolbag,take a bath.

【教學賞析】

漢語和英語兩種語言有思維共性，但也有很多思維差異性。而這種思維差異性，就是我們在思維品質(zhì)發(fā)展中特別要關(guān)注的，即培養(yǎng)學生的多元思維——思維方式、思考方式、解決問題方式不能局限于一種。教師從學生的好奇心出發(fā)設(shè)計猜測活動，通過教師喜歡游戲這一信息，以Simon says游戲先滲透十個新詞組，活躍了學生的思維，激發(fā)學生的閱讀興趣。

二、閱讀中關(guān)注思維的習慣培養(yǎng)

所謂學習能力是指學生主動拓寬學習渠道，積極調(diào)適學習策略，努力提升學習效率的意識、品質(zhì)和潛能。閱讀教學中，教師設(shè)計的語言訓(xùn)練活動要培養(yǎng)學生主動學習的習慣，促進學生積極思考，學會一些基本的學習策略，從而達到增強學生語言意識、進行深度學習的目標。

（一）活化輸入，訓(xùn)練思維

在學習語言的時候，學生往往對語言的深度把握不夠，這會產(chǎn)生理解方面的問題。在閱讀的過程中，需要有思維的深度。教師要提高自己思維的品質(zhì)，家長也要提高自己思維的品質(zhì)，這樣才能教明白。

1.從聽入手，整體感知

【教學回顧】

Listen to a song

That’s all for games.Mr.Tian like playing games.How about this one?Mr.Tian likes singing,I like singing，I can sing a lot of song，including English songs.

Here’s a song.Can you sing it?Let’s read the sentences.

“When I was two”

When I was two,I couldn’t eat.

I couldn’t eat with a spoon.

When I was four,I couldn’t walk.

Because I tied my shoes together.

Oh,mydaddy.Oh,my mummy.

I should say thank you.

It’s you who help me grow up so soon.

Oh,mydaddy.Oh,my mummy.

I should say thank you.

I will love you forever.

Can you sing?I can.Do you want to listen to me?Money,no money no songs.Forget about it,I’m your teacher.I’ll sing you free.

Can you sing the song?I’m sure you’ve heard of this song,the name of the Chinese song is《當我老了》.But now you can find the English sentences,so maybe now you can not sing.I’m sure you can sing thissong.Later I’m sure you will be able to sing this song.That’s all for the song.

【教學賞析】

教師把一個只有語言知識的讀本變成了很有思維內(nèi)涵的讀本，從具體的教學內(nèi)容和兒童的特點出發(fā)，以自我介紹信息中喜歡唱歌這條線《當我老了》為旋律，衍生出本課主要句型“When...I could/couldn’t...”，將文本與兒童的生活經(jīng)歷相聯(lián)系。

2.以讀深入，體驗理解

【教學回顧】

Read and match

T:Comeback.Mr.Tian likes playing games and singing.Whataboutthisone?Ilike reading.Do you like reading?Really?OK.Take a look.Here comes a passage for you.You can find a topic you can read.

Ss:When Harry and Holly were younger.

T:And look，you can find two children.The boy is on the left.What’s his name?

Ss:Harry.

T: Yes, very easy. Of course the girl is called...

Ss:Holly.

T:And here’s a task for you.Everybody has a piece of teaching materials.Here’s a task for you.For example,you have to read it.After finishing reading,you have to match.Do you understand? Let’sdo it.Take your pen，read and match.Thank you so much.

When Harry

was...,he could...

7 months old

carry his school bag

2 years old crawl

4 years old

put on his shoes

5 years old

eat with a spoon

6 years old

comb his hair

【教學賞析】

根據(jù)布盧姆的教育目標分類學，閱讀理解的目標表現(xiàn)為不同的層次：最基礎(chǔ)的是語音解碼，然后是信息識別與轉(zhuǎn)述、信息應(yīng)用、觀點態(tài)度信息識別與轉(zhuǎn)述、分析、綜合、評價等（王篤勤，2010）。通過初步的整體感知進而到局部的細化學習，給學生有層次的閱讀，引導(dǎo)學生從關(guān)注閱讀過程到學習閱讀技巧，發(fā)現(xiàn)閱讀的結(jié)構(gòu)特點、語言特點和語用規(guī)律，最終達到提高學生綜合語言運用能力的目的，讓學生有條理靈活地表達。

（二）關(guān)注模式，建構(gòu)思維

學生思維意識和思維習慣組成了語言思維。唯有當學生開始思考并運用恰當?shù)牟呗院头椒ㄕ归_閱讀時，他們的閱讀才能從字面理解的淺層次走向闡釋性閱讀和批判性閱讀的深層次（張文華，張麗紅，2015）。語言的邏輯性決定學習者學習語言的效率，有邏輯性的教學流程就如教學中的一根繩子，知識是鮮活現(xiàn)實的抽象表現(xiàn)，學習則是將抽象了的知識通過學習者的連接還原成一個個特殊經(jīng)驗。

1.提出問題，啟發(fā)思維

【教學回顧】

T:Stop writing and reading,look atthe blackboard.I’m going to ask you some questions.What could Harry do when he was...?And you have to try to answer.You have to try to answer in this way.When Harry was...he could...Understand?

提出問題是批判思維的重要組成部分，學生只有從被動接受信息到主動思考問題，才能對文本進行重新闡釋。在閱讀和配對之后，教師以此為語言支架，提問文中重點句型“What could Harry do when he was...”，將整個閱讀濃縮成十個問題。從師生問答到生生問答，在問與答的過程中解決閱讀中的生詞，以句子填空的形式給學生說的機會，將閱讀中的難點簡化。

2.合理任務(wù)，引導(dǎo)思維

【教學回顧】

T:It’s time to ask question，not Harry.Pay attention.We’re going to say“byebye”to Harry.Who?

Ss:Holly.

T:Is Holly a boy or a girl?

Ss:A girl.

T:He would change into she.So what could Hollydo when she was...?Please ask the question with 2 years old.

Ss:What could Holly do when she was 2 years old.

T:Choose the students.

Ss:When Holly was 2 years old,Holly could puton her shoes.

T:Please ask the question with 4 years old.

Ss:When Holly was 4 years old,she could tie her shoelaces.

T: Go on asking the questions with 5 years old.

Ss:When Holly was 4 years old,Holly could button her blouse.

Teach:blouse

T:Just now we mentioned the word comb,now we’ll learn the word blouse.Look,this is a shirt.A shirt for boy,and a blouse for girl.But,can you read this one?“Bus cup mum button”.This one you know“but bus cup mum”.What about this one?

Teach:button

T:Last question.Can you read?

Ss:What could Holly do when she was 2 years old?

T:When Holly is 4 years old,she could carry her school bag?“Carry dad mad hat cat”.

【教學賞析】

只有真正把握思維，教師才能在這樣的課堂中變成一個學習的引導(dǎo)者，學生的角色才能回歸到真正的身份——學習者和學習的主體，教師才能真正做到“解惑”。通過課堂中大量的語言輸入，學生內(nèi)化新知，最終達到教師教學最大的目標，學生想說，會用英語表達思想。從Harry到Holly，教師從“扶一扶”到“放手”，教師的角色自然發(fā)生轉(zhuǎn)變，學生成為課堂的主角，教師是幕后的導(dǎo)演。

3.推理文本，創(chuàng)新思維

【教學回顧】

T:That’s all for the first reading.Let’s come to our next task.Now you can find three questions on the screen.Please read it.

Read and answer the questions.

Harry couldn’t walk when he was four years old.Do you know why?

Whatcouldn’tHolly do when she was two years old?What did her parents do?

Harry and Holly couldn’t pack theirschoolbagswhen they were six years old.Who helped them?

T:Here’s another word successful.It depends on these three points：You have to study hard and be careful;If we can have our parents help;If our teachers teach us well.

In fact we should give our thanks to our parents and teachers. That’s all for the reading task.This time we have to read the text.

【教學賞析】

只有那些經(jīng)過學生思考與分析事例而發(fā)現(xiàn)的真理和知識才能讓人印象深刻（汪明帥，2011）。教師設(shè)計了從表面到深層理解的教學活動，幫助學生對閱讀進行解碼、加工、處理，獲取文本的信息，領(lǐng)悟閱讀的獨特和奇妙。只有真正理解了文本，才能推斷出“言外之意”，達到發(fā)展學生的批判性思維。

三、閱讀后關(guān)注思維的能力拓展

在自主思維前提下靈活運用語言的學習活動具有實際交際意義和含金量。只有輸出活動具有一定的思維含量，學生才能在真實的語境下感悟、體驗和應(yīng)用語言（田雪蓮，2015）。教師通過討論以充分激發(fā)學生的想象力和批判性思維，在故事教學中滲透美好的情感和積極的價值觀是故事教學的優(yōu)勢（廖榮蓮，2014）。學生通過故事教學體會語言的簡言意駭，從而理解其蘊含深刻的哲理，獲得啟迪。

【教學回顧】

Task 1

Work in groups and talk about

What could you do when you were younger?

What couldn’t you do when you were younger?

（小組討論以前做不到但現(xiàn)在能做到的事情，運用句型問答。）

Task 2

Whatcould yourgrandparents or parents do in the past?

What couldn’t your grandparents or parents do now?

（談?wù)劆敔斈棠袒蛘甙职謰寢屢郧澳茏龆F(xiàn)在年紀大了卻做不到的事情。）

【教學賞析】

英語思維的特性非常明顯，要突破原有的漢語思維定式，通過創(chuàng)新思維真正學習英語。閱讀并不是為了閱讀，而是為了更好地用英語表達，通過表達體現(xiàn)出思維內(nèi)涵，體現(xiàn)學生間思維的差異和特別，這就是創(chuàng)新思維。長此以往，當追求不同的思維模式形成習慣就成了思維品質(zhì)。實現(xiàn)這一維度的目標是核心素養(yǎng)中的重點也是難點。學生根據(jù)句型造句是一種培養(yǎng)創(chuàng)新能力的方式，但不是造句這項任務(wù)在培養(yǎng)創(chuàng)新能力，而是需要從句子內(nèi)容本身判斷其是否具有創(chuàng)新性。從“I couldn’t sing”到“I could sing”，教師無時無刻不在重復(fù)本課的重點句型。最后的閱讀后環(huán)節(jié)，教師提到父母和祖父母以前會做但現(xiàn)在不會做的事情，呼應(yīng)《當我老了》這首歌，告訴學生感恩愛我們、幫助我們、教導(dǎo)我們的人。

蘇格拉底說：“每個人身上都有太陽，主要是如何讓它發(fā)光?！痹陂喿x素養(yǎng)中，教師重視思維品質(zhì)的培養(yǎng)無疑提升了學生的想象力和推理判斷的能力，提高了學生的閱讀興趣，從而為他們的可持續(xù)學習掃清了障礙。這樣的教育會讓每個學生都成為有思想的“太陽的后裔”。