李福健

《普通高中英語課程標(biāo)準(zhǔn)（2017年版）》要求，所有語言學(xué)習(xí)活動(dòng)都要在主題語境下進(jìn)行，基于不同的語篇類型，獲取、梳理、整合語言知識(shí)和文化知識(shí)，重視對語篇的賞析，比較探索文化內(nèi)涵，汲取文化精華。同時(shí)，嘗試運(yùn)用所學(xué)知識(shí)，創(chuàng)造性地表達(dá)個(gè)人意圖、觀點(diǎn)和態(tài)度，通過運(yùn)用各種學(xué)習(xí)策略，提高理解和表達(dá)的效果。

為了培養(yǎng)學(xué)生的綜合語言運(yùn)用能力，2017年始，讀后續(xù)寫題型被用于高考綜合改革試點(diǎn)省份的高考試題當(dāng)中，隨后逐步推廣到全國高考改革省份。該題型多以敘事性文本形式呈現(xiàn)，給出敘事的前半部分（350個(gè)字左右），要求學(xué)生根據(jù)已知文本，續(xù)寫后半部分（續(xù)寫兩段，共150詞左右，每段首句已給出）。讀后續(xù)寫是理解與表達(dá)能力的綜合考查，要求考生能準(zhǔn)確把握短文關(guān)鍵信息、語言特點(diǎn)和上下文邏輯關(guān)系，續(xù)寫出內(nèi)容較為豐富的短文。

然而，筆者在日常教學(xué)中發(fā)現(xiàn)學(xué)生欠缺對文章內(nèi)容的把控，缺乏文學(xué)敘事的相關(guān)知識(shí)，導(dǎo)致沒有情節(jié)或者情節(jié)設(shè)計(jì)不合理，偏離故事主線等問題。鑒于此，筆者引入戲劇故事的矛盾沖突理論，訓(xùn)練學(xué)生的發(fā)散思維，續(xù)寫故事內(nèi)容，從而實(shí)現(xiàn)故事內(nèi)容的豐富和連貫。

一、梳理語篇大意，探究主題意義

新課標(biāo)倡導(dǎo)主題意義探究的課程理念，并提出了探究語篇主題的三個(gè)維度：語篇的主要內(nèi)容，語篇的深層含義（情感態(tài)度或價(jià)值取向），語篇的文本結(jié)構(gòu)特征和語言特點(diǎn)。這就為讀后續(xù)寫的教學(xué)提供了很好的思路。接下來以高三的一次模擬考試中的讀后續(xù)寫講評課為例進(jìn)行分析說明。

原題：閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。

Patrick and the little elf

Patrick never did homework.“Too boring，”he said. He played football and basketball and tennis instead. His teachers told him，“Patrick！ Do your homework or you won’t learn a thing.”And it’s true. Sometimes he did feel like a fool. But what could he do？ He hated homework.

Then one day he found his cat playing with a little toy and he grabbed it away. To his surprise it wasn’t a toy at all， but a man of the tiniest size. He had a little wool shirt and a high tall hat much like a witch’s. He shouted，“Save me！Don’t give me back to that cat. I’ll promise you a wish. I promise you that.”

Patrick couldn’t believe how lucky he was！Here was the answer to all of his problems. So， he said，“Only if you do all my homework till the end of the term， that’s 35 days. If you do a good enough job， I could even get As.”

And true to his word， that little elf began to do Patrick’s homework. Except there was one small problem. The elf didn’t always know what to do and he needed help.“Help me！ Help me！”he’d say. And Patrick would have to help—in whatever way.

“I don’t know this word，”the elf cried while reading Patrick’s homework. “Get me a dictionary. No， what’s even better， look up the word and sound it out by each letter.”

When it came to math， Patrick was out of luck.“What are times tables？”the elf screamed.“We elves never need that. And addition and subtraction and division and fractions？ Here， sit down beside me， you simply must guide me. Elves know nothing of human history. To them it’s a mystery.”So， the little elf， already a shouter， just got louder.“Go to the library， I need books. More and more books. And you can help me read them too.”

Paragraph 1： As a matter of fact， every day in every way that little elf was a nag（喋喋不休的人）！? ? ___________________________________________________________________________________________________________________________________-

Paragraph 2： Patrick got his As.? ?______________________________________________________________

本文屬于“人與社會(huì)”的主題情境。講述了一個(gè)不愛做作業(yè)的小男孩，從自家貓爪下救下了一只小精靈，小精靈為了報(bào)答他，說可以幫做作業(yè)。在幫忙的過程中，因?yàn)樾【`不懂人類知識(shí)，還是需要小男孩的不斷幫忙。最終在小精靈的督促下，小男孩完成了本學(xué)期的所有作業(yè)。

基于敘事性文體的特點(diǎn)，筆者把文章脈絡(luò)設(shè)計(jì)成表格，讓學(xué)生讀后梳理文章大意，并探討文章的主題意義。表格包括幾個(gè)部分：characters，exposition，rising action，climax，falling action，resolution，theme.

二、引入矛盾沖突概念，通過語篇加深理解

完成上一任務(wù)后，教師引出文學(xué)中的矛盾沖突理論，并指導(dǎo)學(xué)生進(jìn)行歸類。

Identify the conflicts：man vs. man， man vs. nature， man vs. society， man vs. self

e.g. I have a cookie， and I want to eat it， but I also don’t want to gain weight by eating it.

e.g. I want your cookie， but you don’t want to give me your cookie.

e.g. I make cookies， and it’s against the law or the norms of society.

e.g. I make cookies and forget the oven on， and my house catches fire with I trapped inside.（I want to survive， but the fire is destroying my house and me.）

（注：劃線部分為要求學(xué)生填寫的內(nèi)容。）

接著，引導(dǎo)學(xué)生回歸原文，找出每部分的矛盾沖突，理清這些矛盾沖突的內(nèi)在聯(lián)系。

Conflict 1： Patrick wanted to learn a thing but hated homework.（Para.1）

Conflict 2： An elf was caught by his cat， and he wanted to be free.（Para. 2）

Conflict 3： The elf couldn’t do the homework without Patrick’s help.（Para. 4）

三、理順故事內(nèi)在關(guān)系，通過開頭句子預(yù)測情節(jié)走向

提問：What can you get from the sentences？

Para.1： As a matter of fact， every day in every way that little elf was a nag！

Para. 2： Patrick got his As.

需要續(xù)寫的兩個(gè)段落的首句一般屬于中心句或過渡句，蘊(yùn)含著很重要的信息，如故事的轉(zhuǎn)折、高潮或結(jié)局等。引導(dǎo)學(xué)生關(guān)注這兩個(gè)句子，有利于學(xué)生更好地把握文章的大意和情節(jié)走向，使創(chuàng)設(shè)的矛盾沖突不會(huì)偏離主線，同時(shí)也能培養(yǎng)學(xué)生的語篇連貫和銜接意識(shí)。

四、基于所預(yù)測的情節(jié)走向，初步應(yīng)用矛盾沖突

提問：1. What is the conflict about？

2. Which type do you choose to use？（man vs. man/ nature/ self/ society？）

3. How is it solved？（coherent with the first sentence of Para.2）

學(xué)生回答后，教師繼續(xù)補(bǔ)充文學(xué)中矛盾沖突的表現(xiàn)形式?？偟脑瓌t是動(dòng)作和回應(yīng)，回應(yīng)的種類有動(dòng)作、心理活動(dòng)、感情變化和言語等。

在學(xué)生了解相關(guān)知識(shí)后，教師展示同伴的優(yōu)秀習(xí)作，并要求學(xué)生通過小組合作，分析同學(xué)的優(yōu)秀范文，進(jìn)一步內(nèi)化故事情節(jié)中的矛盾沖突意識(shí)，掌握拓展矛盾沖突的方法。（范文略）

最后，小組代表展示答案，教師給予及時(shí)反饋與指導(dǎo)，進(jìn)一步鞏固學(xué)習(xí)成果。

五、基于情節(jié)走向，創(chuàng)設(shè)矛盾沖突

學(xué)習(xí)完同伴的優(yōu)秀習(xí)作后，教師要求學(xué)生根據(jù)自己已寫的文段，進(jìn)行改寫，注意運(yùn)用本節(jié)課學(xué)到的矛盾沖突方法，最后還要點(diǎn)明文章的主題。內(nèi)容包括：conflict，solution to the conflict，theme，responses to action，changes of emotion，coherence. 完成修改后，教師展示習(xí)作，供全班同學(xué)鑒賞，在展示的過程中，提醒學(xué)生注意觀察作品是否通過創(chuàng)設(shè)矛盾沖突來續(xù)寫，同時(shí)注意是否與上文有銜接，以及當(dāng)中是否有比較出彩的語言表達(dá)。

學(xué)生習(xí)作展示：

Paragraph 2： Patrick got all his As. His teachers were all amazed， full of praise. Overwhelmed with joy， he couldn’t wait to go back home to share the good news and express thanks to the elf after school， who helped him achieve his goal. However， the moment he opened the door， he wasn’t greeted by the elf but a note on the desk written by the elf， reading “God helps those who help themselves. Your efforts will pay off.”It dawned on him that it was he himself that actually did all the homework. Inspired by the words， he made up his mind to work harder in the coming term.

讀后續(xù)寫的文章屬于敘事類文體，矛盾沖突在敘事類文體中尤為重要。矛盾沖突的解決能推動(dòng)故事情節(jié)的發(fā)展。借助文學(xué)中的矛盾沖突理論可以幫助學(xué)生在基于篇章主題意義下更好地發(fā)散思維，做到有話可說，有事可寫。同時(shí)，在學(xué)生創(chuàng)設(shè)矛盾沖突進(jìn)行續(xù)寫的過程中，可以聯(lián)系上文已有的故事沖突，提高故事的完整性和連貫性。學(xué)生掌握了文學(xué)中矛盾沖突的基本理論，也有利于在寫作創(chuàng)作中打開思路，提高語言的綜合運(yùn)用能力。