王寒英

（韶關(guān)市第一中學(xué)，廣東 韶關(guān) 512023）

基于克拉申（Stephen Kashen）的語(yǔ)言輸入假說(shuō)和斯溫納（Swain）輸出理論，閱讀與寫(xiě)作可以緊密地結(jié)合在一起，以達(dá)到以讀促寫(xiě)的目的。學(xué)生的寫(xiě)作能力也會(huì)隨著閱讀數(shù)量加大而逐漸提高［1］。

王敏、王初明提出：以閱讀為基礎(chǔ)，以寫(xiě)作為目的，把輸入和輸出有機(jī)結(jié)合，實(shí)現(xiàn)模仿和遷移，能提升學(xué)生的寫(xiě)作思維［2］。實(shí)驗(yàn)證明，讀英語(yǔ)之后續(xù)寫(xiě)能夠抑制母語(yǔ)遷移，阻止?jié)h語(yǔ)語(yǔ)境知識(shí)補(bǔ)缺，英語(yǔ)寫(xiě)得更地道，犯錯(cuò)率也更低。

語(yǔ)言理解和產(chǎn)出結(jié)合的緊密程度決定了外語(yǔ)學(xué)習(xí)的效率，結(jié)合程度越高，其學(xué)習(xí)效果越佳。而閱讀作為一種典型的外語(yǔ)輸入形式，不僅僅可以豐富外語(yǔ)學(xué)習(xí)者的語(yǔ)言知識(shí)，還是一種良好的交互手段——幫助學(xué)習(xí)者注意到與目標(biāo)語(yǔ)的差距（notice the gap），激活學(xué)習(xí)者寫(xiě)作背景知識(shí)系統(tǒng)。同時(shí)，寫(xiě)作前的閱讀輸入為學(xué)習(xí)者提供良好的參考文本，學(xué)習(xí)者可以注意有用的語(yǔ)言片段（language-related episodes）繼而使用在自己的文章之中［3］。

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》明確提出：“鼓勵(lì)和指導(dǎo)學(xué)生開(kāi)展課外學(xué)習(xí)活動(dòng)，嘗試閱讀英語(yǔ)故事及其他英語(yǔ)課外讀物，確保每周的課外閱讀不少于1 500 詞，”并在閱讀能力目標(biāo)中要求學(xué)生“能閱讀一般的英文原著，抓住主要情節(jié)，了解主要人物（九級(jí)）”［4］?；诮虒W(xué)實(shí)踐觀察和學(xué)生的身心發(fā)展特征，筆者發(fā)現(xiàn)英文原著，尤其是小說(shuō)類、故事類的語(yǔ)篇深受學(xué)生歡迎并能最大程度地激發(fā)學(xué)生的閱讀主動(dòng)性。高質(zhì)量的語(yǔ)言輸入是學(xué)生語(yǔ)言習(xí)得和模仿的理想渠道。

自2021 年開(kāi)始，高考英語(yǔ)全國(guó)卷采用了新的作文試題——讀后續(xù)寫(xiě)。2021—2023 各地高考英語(yǔ)讀后續(xù)寫(xiě)命題，見(jiàn)表1。

表1 2021—2023 年高考英語(yǔ)讀后續(xù)寫(xiě)

從表1 不難看出，歷年高考讀后續(xù)寫(xiě)的主題大都圍繞“人與自我”，尤其凸顯青少年的自我迷茫、自我學(xué)習(xí)、自我突破、自我領(lǐng)悟和自我成長(zhǎng)的過(guò)程。就故事內(nèi)容而言，從2020 年關(guān)注各種奇遇類的文章（如：人狼大戰(zhàn)、人熊邂逅）逐漸過(guò)渡到日常生活類的文章（如：社區(qū)助人、家庭之愛(ài)、師生之情）。從情節(jié)構(gòu)造來(lái)看，高考讀后續(xù)寫(xiě)主要是以Conflict—Solution 的解決為目標(biāo)，體現(xiàn)學(xué)習(xí)語(yǔ)言的“語(yǔ)用”和“育人”的真正功能。

作為世界短篇小說(shuō)巨匠， 歐·亨利的小說(shuō)聚焦平凡的小人物，故事平淡卻充滿溫馨與愛(ài)［5］。歐·亨利的小說(shuō)思想與高考讀后續(xù)寫(xiě)立德樹(shù)人的理念不謀而合，非常適合作為學(xué)生的課外閱讀補(bǔ)充讀物。閱讀原汁原味的原著小說(shuō)，不僅提供了最地道的語(yǔ)言素材，還能提供獨(dú)特的觀點(diǎn)和立意，有利于培養(yǎng)學(xué)生的創(chuàng)造性、批判性思維。

高考讀后續(xù)寫(xiě)的故事情節(jié)走向與歐·亨利的很多短篇小說(shuō)的故事布局類似，筆者結(jié)合“以讀促寫(xiě)”的方法論，通過(guò)英文短篇小說(shuō)The Gift of the Magi的課堂閱讀實(shí)踐，探討如何通過(guò)英文經(jīng)典短篇小說(shuō)閱讀實(shí)現(xiàn)知識(shí)遷移，提升學(xué)生讀后續(xù)寫(xiě)水平。在課堂教學(xué)過(guò)程中，以語(yǔ)篇教學(xué)引領(lǐng)學(xué)生感知、預(yù)測(cè)、獲取、分析、概括、比較、評(píng)價(jià)、創(chuàng)新等思維活動(dòng)，培養(yǎng)學(xué)生的閱讀思維，激發(fā)其進(jìn)行邏輯性續(xù)寫(xiě)，使英語(yǔ)核心素養(yǎng)培養(yǎng)落地。

一、歐·亨利短篇小說(shuō)The Gift of the Magi“以讀促寫(xiě)”課堂實(shí)踐

歐·亨利小說(shuō)的精巧體現(xiàn)在敘述線索的豐富和靈活轉(zhuǎn)變上。 歐·亨利擅長(zhǎng)使用兩條或者更多的敘述線索，靈活轉(zhuǎn)變這些線索并將其巧妙安排在故事情節(jié)中。同時(shí)，歐·亨利偏愛(ài)樸實(shí)的文字，他的小說(shuō)通俗易懂。這些小說(shuō)特點(diǎn)，與高考讀后續(xù)寫(xiě)命題和評(píng)價(jià)標(biāo)準(zhǔn)不謀而合。

（一）學(xué)習(xí)The Gift of the Magi 的情節(jié)處理

小說(shuō)的情節(jié)通常包括exposition（闡述）、rising action（情節(jié)上升）、climax（高潮）、falling action（情節(jié)下降）和resolution（結(jié)局）五部分，相當(dāng)于一座情節(jié)山（story mountain）。經(jīng)典短篇或者微型英文原版小說(shuō)以其篇幅短小、構(gòu)思巧妙、情節(jié)引人入勝、人物個(gè)性鮮明而受到人們的青睞。The Gift of the Magi的情節(jié)山，見(jiàn)圖1。

圖1 The Gift of the Magi 情節(jié)山

從The Gift of the Magi情節(jié)山可知，小說(shuō)主要講述一對(duì)夫婦為了在圣誕節(jié)給對(duì)方一個(gè)好的圣誕禮物，而發(fā)生的一系列事情。歐·亨利在布局整個(gè)故事情節(jié)時(shí)，緊緊抓住主要矛盾——沒(méi)錢(qián)買禮物（problem - solution），明暗線交迭使故事節(jié)奏緊湊，結(jié)局出乎意料。歐·亨利在小說(shuō)中，構(gòu)筑了兩條線索，一明一暗。Della 賣發(fā)買表鏈?zhǔn)敲骶€，Jim 賣手表買梳子是暗線。歐·亨利著重描述了Della 賣發(fā)前的焦慮、猶豫和不舍，對(duì)比Della 送表鏈給丈夫時(shí)的急切、興奮和忐忑，而對(duì)Jim 買梳子沒(méi)有特別的描述。整個(gè)故事大部分發(fā)生在主人公的破舊公寓里，也提到了Della 出門(mén)賣發(fā)的其他場(chǎng)所，可以體會(huì)到作者的精心布局。

學(xué)生透過(guò)賞析、探討、深度學(xué)習(xí)小說(shuō)的情節(jié)構(gòu)造，嘗試在自己的讀后續(xù)寫(xiě)訓(xùn)練中，采取類似的處理方法。以2023 年深圳市英語(yǔ)第一次模擬考試讀后續(xù)寫(xiě)試題為例。

2023 年“深圳一?！庇⒄Z(yǔ)讀后續(xù)寫(xiě)：

Today was Community Service Day at school.Maya’s class was going to make cards for the seniors living in a nursing home. It was also the first day Maya would be wearing her leg brace（腿支架）to school，which was designed to help her walk more steadily and smoothly.

It was a cold autumn morning，Maya looked down，feeling embarrassed. To make it lovelier，she had delicately decorated the brace with pretty butterfly patterns. Still，she was unsure about others’reaction. All morning at school，kids kept glancing at her brace. To her relief，they didn’t say anything.

In the classroom，Maya was drawing little green buds（芽）and pretty flowers when her friend Samir came over and sat by her. She felt his eyes fixed on her brace and heard him asking，“What’s that for？”Not knowing what to say，Maya pretended she didn’t hear him. After a few seconds of awkwardness，she glanced back at him，and found that he looked a little sad.

After lunch，the class set off. The nursing home was on a small hill and all of them walked there happily along the path. Maya found that the brace did make it easier for her to walk up.

Maya and Samir were paired up with a lady who was 83 years old. There at the end of the hall in a wheelchair，with a big smile on her face，sat the lady，wearing a pink coat，with red lipstick and beautiful earrings. She looked bright and full of life. Moving flexibly and fast towards Maya and Samir，she greeted first.“I’m Joan，”she said cheerfully，“Glad to meet you. ”

Maya and Samir handed her the cards they made. Joan looked at Samir’s card carefully and spoke with admiration，“You’ve written a poem!That’s so artistic!”Samir’s face reddened with shyness. Then Joan turned to Maya’s picture.“The first flowers of spring!”she cried in delight.“You really have a gift for using colour!”she said. Clearly，Joan’s praise added great power into Maya.

Para 1：In a sudden wave of bravery，Maya asked，“What’s it like being in a wheelchair？”

Para 2：Deeply impressed by Joan，Maya offered to sit beside Samir on the bus ride back home.

學(xué)生通過(guò)小說(shuō)情節(jié)山的方法，分析原文情節(jié)，緊緊抓住problem-solution 這一要素，分析出原文的主要矛盾是主人公Maya 的自我認(rèn)知，次要矛盾是Maya 和Samir 的友情危機(jī)，學(xué)生根據(jù)主要矛盾和次要矛盾，在續(xù)寫(xiě)中提出可行的解決辦法。首先，Joan 在輪椅上的坦然讓Maya 找回自信。其次，Maya 回答Samir 腿架的作用。學(xué)生利用原文明暗線索，進(jìn)行時(shí)空轉(zhuǎn)移，故事發(fā)展是一天內(nèi)，從school到nursing home 再到bus 最后到home，見(jiàn)圖2。

圖2 2023 年“深圳一模”讀后續(xù)寫(xiě)leg brace 情節(jié)山

學(xué)生在續(xù)寫(xiě)“深圳一?！弊魑臅r(shí)，運(yùn)用了歐·亨利小說(shuō)的problem-solution 的方法，并在敘述過(guò)程中使用了歐·亨利小說(shuō)常見(jiàn)的明暗線、時(shí)空轉(zhuǎn)移、主題升華等技巧，使得續(xù)寫(xiě)作文的情節(jié)科學(xué)、合理、有邏輯。以下是學(xué)生習(xí)作：

Para1：In a sudden wave of bravery.Maya asked，“What’s it like being in a wheelchair ？”“It helps me get around，”Joan laughed，“I can move fast and easily with it.”Then Joan drove wheelchair to walk forward and back，turned right and left flexibly.She raised her head，looked into Joan’s genuine eyes and touched her leg brace silently，feeling like a seed of confidence growing quietly in her mind. The broad smile as vibrant as sun flashing on her face drew Maya’s heart. Joans encouraging behaviours lingered in her head. which made her a complete change of attitude.

Para2：Deeply impressed by Joan，Maya offered to sit beside Samir on the right back home. While Samir just startled，Maya bravely showed her brace which was made a beautiful addition by the butterflies she drew.“I want to be as cool as Joan.”She said，“So I think that I can reply your question now.”It was the first time that Maya succeed in the fight with her embarrassment.It was a big stone that was removed from Maya’s heart.“Thank you.”She grinned. While hearing that Maya explained her brace could help her walk more steadily and smoothly，Samir listened carefully and widened his eyes.“That’s really cool.”He nodded after Maya’s words.Though the dusk sun of autumn was cold，Maya felt that the warmth of spring surrounded her.

（二）學(xué)習(xí)The Gift of the Magi 的細(xì)節(jié)處理

一篇成功的續(xù)寫(xiě)文章不僅要有合理的情節(jié)，還要有鮮明的主題思想，并且在續(xù)寫(xiě)中能夠恰如其分地增加一些細(xì)節(jié)描寫(xiě)，如心理活動(dòng)描寫(xiě)、動(dòng)作描寫(xiě)、語(yǔ)言描寫(xiě)、環(huán)境描寫(xiě)［6］，見(jiàn)圖3。

圖3 “三點(diǎn)兩線一整體”續(xù)寫(xiě)

筆者在訓(xùn)練學(xué)生續(xù)寫(xiě)過(guò)程中發(fā)現(xiàn)，學(xué)生可以借助很多情節(jié)處理策略來(lái)把握續(xù)寫(xiě)情節(jié)，立意也不錯(cuò)，但在記人敘事時(shí)，過(guò)于籠統(tǒng)、內(nèi)容空洞蒼白、難以給讀者留下深刻的印象，更談不上打動(dòng)考官，拿到高分。以2023 年深圳市英語(yǔ)第二次模擬考試讀后續(xù)寫(xiě)試題為例。

2023 年“深圳二?！庇⒄Z(yǔ)讀后續(xù)寫(xiě)：

Ballet was a way of life in Kelly’s family.Her elder sister Serena was now dancing at a top college.Though Kelly’s mom always wanted her to follow in her sisters footsteps and Kelly herself was good at ballet，her love for ballet had faded years before and she was eager for a new challenge. One day at school，as Kelly left the dance studio she walked past the gym，fascinated by boxers（拳擊手）training inside the boxing ring. She was deeply impressed by how hard they hit and how fast they moved. In fact shed long been attracted to boxing.

She pulled a piece of paper from her backpack.On the familiar Oakwood High School Club Sign-up Sheet was the phrase: BOXING CLUB TRYOUT（選拔）.That was what Kelly really wanted to do.She knew her mom had high expectations for her when it came to ballet. Tired of trying to keep up with her sister，Kelly was ready to carve her own path.

The next day，she gathered her courage and told Serena about her new passion. At first Serena didn’t understand and thought she was just joking.But when she saw Kelly was serious.she replied，“You know Mom wants you to be a ballet dancer，right？Besides，boxing is only for boys，and you’re so good at ballet.Lean into your strength，Kelly.”

“But this is where I want to put my strength，”Kelly insisted，“and what exactly does only for boysmean，anyway？Boxing is a sport for everyone!”

Gradually，touched by her determination and passionSerena began to understand and support her. Kelly could feel it.Her sister was going to respect her decision no matter what. But that was nothing compared to the preparations for the tryout，where she was required to show her footwork and punching（擊打）abilities with other candidates.Boxing didn’t come natural to Kelly，but she had made up her mind to stick with her choice.

Para 1:Then Kelly began her training for the tryout，keeping it a secret from her mom.

Para 2:The following Monday，results of the boxing tryout were posted.

學(xué)生通過(guò)情節(jié)山的分析，得出這篇續(xù)寫(xiě)的主要矛盾就是主人公Kelly 要放棄自己的芭蕾夢(mèng)追求拳擊夢(mèng)，次要矛盾是如何得到母親的支持。學(xué)生第一次續(xù)寫(xiě)的原稿如下：

Then Kelly began her training for the tryout，keeping it secret from her mom. At the first，she was always beaten down as a fresh trainer. Tired and desperate as she was，she stood up again and again continuing her training. The Sunday fell on soon，Kelly finally came to the boxing tryout，as the only girl in the scenes. However，everyone were deeply astonished by Kelly’s performance，which was out of their image. How can this girl performed so well ？ They whispered near the stage.With their admired looks，Kelly completed the tryout perfectly.

讀完學(xué)生的續(xù)文，很難想象主人公Kelly 如何從一名芭蕾舞蹈生獲得了拳擊選手的資格，具體的訓(xùn)練過(guò)程、訓(xùn)練時(shí)的心理變化、母親的反應(yīng)在續(xù)文中都沒(méi)有得很好的體現(xiàn)。

王初明教授的“續(xù)論”促學(xué)語(yǔ)言的核心理念是“創(chuàng)造性模仿”，指學(xué)習(xí)者在自主創(chuàng)造內(nèi)容過(guò)程中模仿學(xué)用語(yǔ)言，即“內(nèi)容要?jiǎng)?chuàng)造、語(yǔ)言要模仿”，前后文的語(yǔ)言風(fēng)格要保持高度一致［7］。以學(xué)生模仿借鑒The Gift of the Magi的細(xì)節(jié)描寫(xiě)為例闡述。

1.動(dòng)作細(xì)節(jié)描寫(xiě)模仿

The Gift of the Magi通篇讀來(lái)，讀者很容易融入故事的情境中，這得益于歐·亨利用詞方面的精雕細(xì)琢，用一系列的動(dòng)詞將細(xì)節(jié)活靈活現(xiàn)地展現(xiàn)在讀者眼前，如：

（1）Suddenly she whirled from the window and stood before the glass. （P8）

（2）Rapidly she pulled down her hair and let it fall to its full length.（P8）

（3）One flight up Della ran，and collected herself，panting.（P12）

（4）She was ransacking the stores for Jim’s present. （P18）

小說(shuō)用whirl 這個(gè)動(dòng)詞來(lái)描寫(xiě)Della 體態(tài)的柔軟輕盈和心靈手巧的樣子，動(dòng)詞 fall 體現(xiàn)Della 瀑布般飄逸的長(zhǎng)發(fā)，panting，ransacking 兩個(gè)現(xiàn)在分詞表示動(dòng)作的延續(xù)性同時(shí)又是動(dòng)態(tài)動(dòng)詞，成功地塑造出女主人公靈動(dòng)活潑的特點(diǎn)，并且更加生動(dòng)地展現(xiàn)出人物的內(nèi)心狀態(tài)，這些詞匯都將女主人公Della 刻畫(huà)的栩栩如生［8］。

“深圳二?！薄叭瓝魤?mèng)”學(xué)生修改稿：

Punching，foot lifting，punching，foot lifting，she meticulously repeated these movements，as if forgetting tiredness. （出拳，抬腳，出拳，抬腳，她一絲不茍地重復(fù)著這些動(dòng)作，好像忘記了疲倦。）

教師點(diǎn)評(píng)：短文借鑒了The Gift of the Magi的語(yǔ)言動(dòng)詞鏈，刻畫(huà)了主人公在追求拳擊夢(mèng)過(guò)程中刻苦訓(xùn)練的情節(jié)，讓人物的形象更加豐滿、真實(shí)。

2.顏色詞匯的巧妙使用

The Gift of the Magi運(yùn)用了非常多的顏色詞去描述主人公Della 外貌、家境情況、買禮物的糾結(jié)和解決問(wèn)題的喜悅。如：

（5）She stood by the window and looked out at a gray cat walking along a gray fence in a gray backyard. （P6）

（6）So now Della’s beautiful hair fell about her rippling and shinning like a cascade of brown waters. （P10）

（7）On went her old brown jacket；on went her old brown hat.（P11）

（8）Down rippled the brown cascade.（P15）

從以上例子看，歐·亨利巧妙地使用了gray這個(gè)顏色詞，從側(cè)面刻畫(huà)了女主人公的心情、居住環(huán)境；反復(fù)出現(xiàn)brown 這個(gè)顏色詞，讓讀者更進(jìn)一步感同身受男女主人公生活不易，引發(fā)共鳴。

“深圳二模”“拳擊夢(mèng)”學(xué)生修改稿：

Whenever her mother came in，she always hurried to take out her white ballet shoes，but her eyes could not help but fall on the red boxing gloves hidden under the bed. That red scorched her heart from time to time，making her dare not look directly into her mother’s eyes.

教師點(diǎn)評(píng)：短文借鑒The Gift of the Magi顏色詞匯的使用，巧妙地運(yùn)用了強(qiáng)烈的顏色詞作對(duì)比，用白色芭蕾鞋和紅色拳擊手套，表現(xiàn)女主人公在追求拳擊夢(mèng)時(shí)的心理斗爭(zhēng)。比起直白告知，這種方式更有畫(huà)面感、代入感。

3.恰當(dāng)?shù)男揶o手法

在The Gift of the Magi中，歐·亨利運(yùn)用多種修辭手法來(lái)豐富細(xì)節(jié)，尤其是押韻、比喻等修辭手法的運(yùn)用，使文章語(yǔ)言更具有美感，使讀者能夠?qū)适聯(lián)碛懈玫睦斫?。尤其小說(shuō)最后，作者通過(guò)一個(gè)恰當(dāng)?shù)谋扔鞯莱隽松畹奈逦峨s陳：“There was clearly nothing to do but flop down on the shabby little couch and howl. So Della did it. Which instigates the moral reflection that life is made up of sobs，sniffles，and smiles，with sniffles predominating.”（生活是由哭泣、抽泣和微笑組成的，其中以抽泣占主導(dǎo)地位。）

歐·亨利運(yùn)用定義式比喻，將生活中的情感本質(zhì)抽離出來(lái)，哭泣、抽泣和微笑三種情感也升華了文章。盡管生活窘迫，仍以自己珍貴的物件換錢(qián)給愛(ài)人買禮物，真情無(wú)價(jià)，用普通事件體現(xiàn)生活中普遍但深刻的道理。

“深圳二?！薄叭瓝魤?mèng)”學(xué)生修改稿：

Through the course of chasing the boxing dream，Kelly understood that life is made up of blood，toil，tears，and sweat，with blood predominating.

教師點(diǎn)評(píng)：短文借鑒了小說(shuō)The Gift of the Magi的定義式比喻手法，總結(jié)了女主人公Kelly 放棄練習(xí)多年的芭蕾，勇敢地追求拳擊夢(mèng)后的自我感悟：“Life is made up of blood，toil，tears，and sweat.”文章的主旨得以升華。

基于以讀促寫(xiě)的方法論，通過(guò)研究英文經(jīng)典短篇小說(shuō)的細(xì)節(jié)處理技法，挖掘原著的隱形價(jià)值，探究讀后續(xù)寫(xiě)的各種寫(xiě)作方法、途徑和方式是高三備考讀后續(xù)寫(xiě)的重點(diǎn)。

二、“以讀促寫(xiě)”課堂實(shí)踐反思

“以讀促寫(xiě)”強(qiáng)調(diào)在讀與寫(xiě)中，創(chuàng)設(shè)一種互動(dòng)的情景和途徑，讓學(xué)生帶著明確目的進(jìn)行閱讀欣賞、寫(xiě)作技巧分析、處理各種現(xiàn)存的語(yǔ)言信息來(lái)實(shí)際感受和體驗(yàn)讀寫(xiě)的魅力。學(xué)生由被動(dòng)轉(zhuǎn)為主動(dòng)，把讀轉(zhuǎn)化為寫(xiě)，讀寫(xiě)活動(dòng)變成一種雙向互動(dòng)的良性過(guò)程后，寫(xiě)作思維得到提升。在基于英文經(jīng)典短篇小說(shuō)的“以讀促寫(xiě)”實(shí)踐中，師生通過(guò)精讀歐·亨利名著，找到了優(yōu)化讀后續(xù)寫(xiě)人物描寫(xiě)的策略和技巧，如：ARE原則策略、漢堡法定情節(jié)策略、法讀矛盾策略；插敘、明暗線、時(shí)空轉(zhuǎn)移、細(xì)節(jié)描寫(xiě)等技巧。學(xué)生通過(guò)讀后續(xù)寫(xiě)提升了英語(yǔ)學(xué)習(xí)能動(dòng)性，培養(yǎng)了閱讀英語(yǔ)名著的好習(xí)慣。教師應(yīng)該積極創(chuàng)設(shè)多種英語(yǔ)寫(xiě)作教學(xué)的活動(dòng)形式，不斷探尋更多行之有效的教學(xué)方法?；谡n堂實(shí)踐，筆者形成了以下思考：

（一）堅(jiān)持小說(shuō)閱讀，促進(jìn)學(xué)生寫(xiě)作能力

英文經(jīng)典短篇小說(shuō)在情節(jié)構(gòu)思、寫(xiě)作伏筆、環(huán)境烘托、主題映射、人物刻畫(huà)、矛盾沖突、心理與動(dòng)作描寫(xiě)都獨(dú)具匠心，耐人尋味。學(xué)生閱讀并體驗(yàn)原汁原味、不同風(fēng)格的英文經(jīng)典小說(shuō)，切身感受英語(yǔ)語(yǔ)言的豐富性和生動(dòng)性，作者設(shè)置情節(jié)的邏輯性和合理性，能夠激發(fā)閱讀和寫(xiě)作的欲望［9］。教師要在課堂教學(xué)中積極引入經(jīng)典短篇小說(shuō)，按照“品讀—情節(jié)梳理—語(yǔ)言賞析—實(shí)戰(zhàn)運(yùn)用”的步驟，進(jìn)行讀后續(xù)寫(xiě)教學(xué)設(shè)計(jì)，培養(yǎng)學(xué)生的英語(yǔ)學(xué)科核心素養(yǎng)。

（二）創(chuàng)設(shè)多種英語(yǔ)寫(xiě)作教學(xué)活動(dòng)形式

閱讀英文原著小說(shuō)的最終目標(biāo)是幫助學(xué)生實(shí)現(xiàn)知識(shí)的遷移，寫(xiě)作思維的提升。在這一過(guò)程中，教師應(yīng)該積極行動(dòng)，創(chuàng)設(shè)多種英語(yǔ)寫(xiě)作教學(xué)活動(dòng)，激活學(xué)生的學(xué)習(xí)動(dòng)機(jī)。例如，采用小組合作探究的方式，鼓勵(lì)小組成員通過(guò)賞析名著，充分討論、探究，總結(jié)出小說(shuō)細(xì)節(jié)描寫(xiě)的幾種方法。課中，小組負(fù)責(zé)人積極匯報(bào)小說(shuō)閱讀成果，并結(jié)合高考真題實(shí)戰(zhàn)演練，在活動(dòng)中小組成員自主合作探究，相互學(xué)習(xí)、相互促進(jìn)，實(shí)現(xiàn)了課堂的翻轉(zhuǎn)，促進(jìn)了學(xué)生深度學(xué)習(xí)。學(xué)生最終了解了如何進(jìn)行名著閱讀與續(xù)寫(xiě)，而且獲得了知識(shí)、經(jīng)驗(yàn)、技能，提高了學(xué)習(xí)能力。

（三）注重訓(xùn)練學(xué)生的高階思維品質(zhì)

有好的文本輸入，才可能有好的文本輸出。以讀促寫(xiě)，讀與寫(xiě)相輔相成。學(xué)生從最初關(guān)注小說(shuō)內(nèi)容、人物塑造、故事構(gòu)造、語(yǔ)言技巧，到結(jié)合高考讀后續(xù)寫(xiě)實(shí)戰(zhàn)演練，從理解、分析到運(yùn)用、評(píng)價(jià)，實(shí)現(xiàn)了從低階思維到高階思維的發(fā)展。通過(guò)閱讀英文經(jīng)典短篇小說(shuō)，大部分學(xué)生已經(jīng)真正掌握了讀后續(xù)寫(xiě)的寫(xiě)作思路，寫(xiě)作的主動(dòng)性大大地提升。

三、結(jié)束語(yǔ)

英文經(jīng)典短篇小說(shuō)閱讀，作為學(xué)生課外閱讀范本，足以達(dá)到以讀促寫(xiě)的目的。備考時(shí)，不能陷入死記硬背、生搬硬套的套路中，學(xué)生要提升、優(yōu)化讀后續(xù)寫(xiě)，應(yīng)該是寫(xiě)作思維的提升。通過(guò)研究歐·亨利經(jīng)典小說(shuō)The Gift of the Magi的寫(xiě)作風(fēng)格和語(yǔ)言特色，發(fā)掘該小說(shuō)情節(jié)處理的精妙之處。尤其是problem - solution 的寫(xiě)作手法，高度契合高考讀后續(xù)寫(xiě)題型。此外，閱讀英文經(jīng)典小說(shuō)不只是挖掘好詞好句，更應(yīng)注重啟發(fā)學(xué)生深挖語(yǔ)言背后的邏輯，以達(dá)到高階思維的提升。