【摘要】作為新高考題型改革的產(chǎn)物，讀后續(xù)寫為高中英語“讀”與“寫”的教學(xué)提供了方向指引，通過創(chuàng)新讀后續(xù)寫教學(xué)，進(jìn)而有效提升學(xué)生應(yīng)對(duì)新題型的備考能力，切實(shí)把學(xué)科核心素養(yǎng)培養(yǎng)落到實(shí)處。本文首先分析了Making Inferences這一解答讀后續(xù)寫題型策略，進(jìn)一步通過實(shí)例探究Making Inferences的有效教學(xué)策略，旨在切實(shí)提升學(xué)生讀后續(xù)寫題型解答能力，有效提升學(xué)生的英語核心素養(yǎng)。

【關(guān)鍵詞】讀后續(xù)寫題型;推斷;思維品質(zhì);閱讀;信息差

【作者簡(jiǎn)介】湯紅艷，福建省晉江市毓英中學(xué)。

【基金項(xiàng)目】本文系教育部福建師范大學(xué)基礎(chǔ)教育課程研究中心2020年開放課題“新高考讀后續(xù)寫題型‘讀思達(dá)教學(xué)研究”（編號(hào)：KCZ2020060）的研究成果。

一、問題提出的背景

讀后續(xù)寫是近幾年高考英語試卷中出現(xiàn)的新題型，這一題型有以下特點(diǎn)：題目給出350詞左右的文本（一般為記敘文），還給出首句未完成的兩個(gè)段落。題目要求考生先閱讀文本，根據(jù)文章內(nèi)容及所給段落開頭語的線索和邏輯，合理展開想象，然后完成150詞左右的寫作，寫作內(nèi)容應(yīng)與閱讀文本在情節(jié)、人物角色性格、文本結(jié)構(gòu)等方面銜接自然，邏輯合理。通過對(duì)這一題型的探究我們可以發(fā)現(xiàn)，學(xué)生在解答這個(gè)題型的過程是讀—思—達(dá)的過程，即在閱讀時(shí)提取要點(diǎn)，進(jìn)行思維的延續(xù)，最后在這兩者的基礎(chǔ)上完成寫作（表達(dá)）。在教學(xué)中我們發(fā)現(xiàn)，有一部分教師對(duì)這個(gè)題型的教學(xué)與備考聚焦在文本的閱讀和寫作上，沒有在思上下功夫，忽略了讀寫的中間連接環(huán)節(jié)——思考。從教學(xué)效果看，這樣的教學(xué)導(dǎo)致的結(jié)果就是讀與寫分離。讀與寫一旦脫離，就容易出現(xiàn)以下問題：學(xué)生寫作無話可說，內(nèi)容脫離文本本意，寫作邏輯混亂，續(xù)寫段落與前面的文本銜接不合理，甚至堆砌詞匯、離題等。因此，在讀后續(xù)寫中重視“思”的環(huán)節(jié)，構(gòu)建讀與寫的橋梁是精準(zhǔn)定位題型特點(diǎn)、對(duì)題型進(jìn)行精準(zhǔn)化教學(xué)與提升學(xué)生備考能力的關(guān)鍵，同時(shí)也是提升學(xué)生思維品質(zhì)，落實(shí)核心素養(yǎng)的要求。

二、使用Making Inferences策略的意義

學(xué)生在閱讀文本后，對(duì)獲取的信息進(jìn)行處理，思考寫作內(nèi)容，補(bǔ)充讀與寫的信息差的方法很多，其中Making Inferences是讀后續(xù)寫過程中能夠清楚梳理閱讀文本故事的線索，合理鋪墊情節(jié)，提高寫作邏輯準(zhǔn)確度的策略。

什么是Making Inferences？從inference的詞義看：Inference is drawing conclusions based on information that has been implied rather than directly stated and is an essential skill in reading comprehension. Marzano在On Excellence in Teaching（Marzano， R. J. 2010.）中認(rèn)為：Inference is a “foundational skill” —— a prerequisite for higher-order thinking and 21st century skills.

由以上內(nèi)容我們可以看出，教會(huì)學(xué)生進(jìn)行推斷是提升他們思考能力的重要技能。此外，高層次的思維能力稱為高階思維，預(yù)測(cè)、分析、概括、推斷、評(píng)判、質(zhì)疑等都是培養(yǎng)高階思維的方法。由此可見，教會(huì)學(xué)生Making Inferences策略在理論上和實(shí)踐上都具實(shí)際的意義。

三、讀后續(xù)寫課堂使用Making Inferences策略的具體做法

本文以“美國(guó)短篇小說之父”歐·亨利（O·Henry）著名的短篇小說《警察與贊美詩(shī)》（The Cop and the Anthem）為例，具體闡述如何在讀后續(xù)寫教學(xué)中使用Making Inferences策略。本文用作例子來闡述的這篇小說是原著改編版的英文小說，原文出自網(wǎng)站軒宇閱讀網(wǎng)，網(wǎng)址為https：//www.xyyuedu.com/wgmz/ouhengliduanpianxiaoshuoji/300164.html?！毒炫c贊美詩(shī)》集中體現(xiàn)了歐·亨利作品的風(fēng)格，人物角色性格分明，故事線索清楚，情節(jié)邏輯明晰。此外，小說情節(jié)一波三折，發(fā)展到高潮階段時(shí)立即停止，留下懸念，出乎意料卻合情合理，令讀者回味無窮。因此，這一文本可以作為良好的訓(xùn)練讀后續(xù)寫的材料，具體的教學(xué)過程如下：

學(xué)生首先自主閱讀故事。完成文本閱讀并整體感知故事后，教師進(jìn)行一個(gè)“Free talk：What do you know about the author， great novelist O·Henry？”。學(xué)生自由發(fā)言，說說他們自己對(duì)于歐·亨利小說特點(diǎn)的理解和了解。一般而言，學(xué)生或多或少都讀過歐·亨利的小說，因此他們基本上都能說出一些歐·亨利小說的特點(diǎn)。當(dāng)然，如果學(xué)生對(duì)這方面的知識(shí)了解不多，教師也應(yīng)當(dāng)適當(dāng)補(bǔ)充相關(guān)的知識(shí)。一定背景知識(shí)的介紹有助于學(xué)生對(duì)結(jié)尾情節(jié)進(jìn)行合理推斷，同時(shí)也拓展學(xué)生的知識(shí)面提升學(xué)生的思維品質(zhì)與文化意識(shí)。

接著，教師使用Making Inferences策略引導(dǎo)學(xué)生從文本中找出線索，根據(jù)人物的性格特點(diǎn)和所閱讀文本中的情節(jié)對(duì)后文發(fā)生的情節(jié)進(jìn)行合理推斷和預(yù)測(cè)。

T guides the Ss to analyze the information from the text and answer this question：

Inference 1： What might Soapy feel when he knew he would be on the Island for three months ？

Clue 1：Three months on the Island was what his soul desired. Three months of assured board and bed and good company， safe from north winds and policemen， seemed to Soapy the most desirable thing.（para 4）

Clue 2： He went towards Madison Square， for the home instinct remains even when the home is a park bench.（para 32）

Clue 3： And the anthem that the organist played cemented Soapy to the iron fence， for he had known it well in the days when his life contained such things as mothers and roses and ambitions and friends.（para 34）

Clue 4：The influence of the music and the old church produced a sudden and wonderful change in Soapy's soul. He saw with horror the pit into which he had fallen. He thought of his degraded days， dead hopes and wrecked faculties.（para 35）

Clue 5： And also in a moment a strong impulse moved him to battle with his desperate fate. He would pull himself out of this pit; he would make a man of himself again. There was time; he was young yet. Those sweet organ notes had set up a revolution in him. Tomorrow he would be somebody in the world. He would -（para 36）

在這一步驟中，教師引導(dǎo)學(xué)生根據(jù)小說的背景知識(shí)和文中的線索進(jìn)行深度思考，作出推論，推斷Soapy 在聽到宣判入獄三個(gè)月時(shí)的感受。在引導(dǎo)學(xué)生進(jìn)行推論的時(shí)候，教師還要注意以不斷追問來進(jìn)行質(zhì)疑，例如：Do you need to change your thinking？ 這樣學(xué)生在分析線索，不斷進(jìn)行推理思考中，逐漸明晰情節(jié)的發(fā)展與文章的主要線索邏輯，對(duì)所需要的問題進(jìn)行推斷。學(xué)生在Making inferences活動(dòng)的引領(lǐng)下，就能順暢說出sad、regretful、ashamed等詞匯，為后面的寫作做了很好的鋪墊。

教師在幫助學(xué)生了解實(shí)施Making inferences策略的基本步驟之后，將Making inferences 策略交給學(xué)生去實(shí)踐和使用，教師提供worksheet（見表1），學(xué)生分組閱讀與同伴分享自主進(jìn)行making inferences。

Inference 2： What might Soapy think when he was in prison？

Inference 3： What might Soapy do in the three months during which he was in prison？

Inference 4： What might Soapy do after three months when he was free from prison？

Inference 5： What does the writer want to reveal through the novel？

最后，教師讓學(xué)生基于自己的思考和作出的推論進(jìn)行后面步驟的續(xù)寫。為避免因?qū)W生個(gè)體差異而造成的信息差，教師按照目前讀后續(xù)寫的考試模式，給續(xù)寫的兩個(gè)段落提供首句。段1：Soapy burst into tears when he knew he would be on the Island for three months. 段2：Three months later， Soapy was set free from the prison. 在前面階段文本中所獲得的信息、Making inferences階段所做的推論及兩個(gè)段落的首句的鋪墊下，學(xué)生完成文本續(xù)寫任務(wù)可以說是水到渠成。

學(xué)生佳作：

Soapy burst into tears when he knew he would be on the Island for three months.He tried every means to be caught by the cop， but in vain. However， when he decided to clean up his life， he realized his desire. How sad was he when he finally was in prison！During the three months， he reflected his life. Although the prison provided him with a shelter in the cold winter， he was very regretful， even ashamed for what he had done. If he had done differently， life would be much better. But he said to himself：three months wasnt long， and there was time， for he was still young.

Three months later， Soapy was set free from the prison. The instant Soapy came out of the prison， he made a determination that he would never be in prison again. He made a fresh start and worked hard as a driver in a company. Again， it was a cold winter. Soapys bed was no longer the bench in Madison Square， because he supported his life by his hands. In his spare time， he came to the church and those sweet organ notes still refreshed him. Nothing in the world is difficult for one who sets his mind on it.

由學(xué)生的習(xí)作可以看出，推斷建立在對(duì)文本深層次的理解上，學(xué)生通過策略的使用對(duì)文本的主題、線索、邏輯、情節(jié)的發(fā)展進(jìn)行了深入思考。因此，在續(xù)寫時(shí)，他們緊扣Making inferences的五個(gè)問題，把握文章主要線索，對(duì)主人公所想、所做、所為進(jìn)行發(fā)散思維。由寫作成果可以看出，他們擺脫了寫作內(nèi)容上無話可說的困境，所寫的內(nèi)容無論在邏輯上還是在情節(jié)上與原文本銜接都比較自然。

在讀后續(xù)寫題型教學(xué)實(shí)踐中，組織學(xué)生進(jìn)行一段時(shí)間的Making inferences策略的訓(xùn)練后，學(xué)生逐步掌握了寫作前的思考流程，每次考試他們能夠在文章線索下面畫線，然后用Making inferences進(jìn)行思考。久而久之，他們的總結(jié)與推論能力得到了提高，寫作水平也得到了提高。因此，教師在應(yīng)對(duì)高考新題型的過程中，積極探索讀后續(xù)寫題型的有效教學(xué)方法，重視讀寫的中間思考環(huán)節(jié)，把深入思考的重要策略交給學(xué)生去實(shí)踐，在提升學(xué)生應(yīng)對(duì)新題型的備考能力的同時(shí)，真正把核心素養(yǎng)落到實(shí)處。

參考文獻(xiàn)：

[1]Marzano R J. Developing Expert Teachers. In R. J. Marzano （Ed.）， On Excellence in Teaching[M]. （10th ed.）. Bloomington， IN： Solution Tree Press， 2010.

[2]Making Inferences and Drawing Conclusions. 6 Nov. 2003. Cuesta College[OL]. https：//www.thoughtco.com/making-inferences- 3111201.