基于問題鏈的初中英語閱讀教學(xué)思考與實(shí)踐

◎ 蔣 敏

問題鏈?zhǔn)墙處煘榱藢?shí)現(xiàn)一定的教學(xué)目標(biāo)，根據(jù)學(xué)生的已有知識(shí)或經(jīng)驗(yàn)，針對(duì)學(xué)生學(xué)習(xí)過程中將要產(chǎn)生或可能產(chǎn)生的困惑，將教材知識(shí)轉(zhuǎn)換成為層次鮮明、具有系統(tǒng)性的一連串的教學(xué)問題。 在英語閱讀教學(xué)中， 問題鏈?zhǔn)且贿B串的問題，旨在幫助提供學(xué)生對(duì)文本學(xué)習(xí)和思考的框架。只要問題的創(chuàng)設(shè)是有目的、有中心的，問題與問題之間是精心連接與遞進(jìn)的，就能構(gòu)建成問題鏈來引導(dǎo)與檢驗(yàn)學(xué)生的文本理解。當(dāng)學(xué)生被訓(xùn)練一段時(shí)間以后，他們也會(huì)漸漸養(yǎng)成以問題鏈的方式來自行解讀文本。

一、基于“問題鏈”的英語閱讀教學(xué)設(shè)計(jì)原則

（一）聚焦性和層次性

問題鏈設(shè)計(jì)的目標(biāo)應(yīng)該是明確的，能聚焦文本的核心問題。教師在設(shè)計(jì)之初要多思考問題的指向，盡量避免與目標(biāo)無關(guān)的問題。如英語（新世紀(jì)版） 9B中“Florence Nightingale”一文，閱讀的最終目的是了解南丁格爾的生平及其崇高的品質(zhì)，第一段介紹了“南丁格爾1820年出生在意大利。她生活在一個(gè)富裕的英格蘭家庭。南丁格爾在家接受教育，且成績優(yōu)良。依據(jù)最終目的，此段的重點(diǎn)放在了她的出生和學(xué)業(yè)上，設(shè)計(jì)了兩個(gè)問題：Was her family a poor one? 和How did she study? 為讀后能討論她高尚的道德與價(jià)值觀埋下伏筆。

巴巴拉·E·約翰遜（Barbara E. Johnson）指出，問題鏈包含三個(gè)層次的問題，即字面意義的問題、理解性的問題和應(yīng)用性的問題。字面意義的問題是讓學(xué)生回答文本表面的問題，即閱讀線索；理解性的問題是讓學(xué)生去理解推斷字里行間的含義，了解作者的觀點(diǎn)意圖，即閱讀字里行間的意思；應(yīng)用性的問題是讓學(xué)生能與生活實(shí)際相結(jié)合，進(jìn)行批判性的思維及創(chuàng)造性的表達(dá)，即理解文字背后的意思。

因此，問題鏈的設(shè)計(jì)要層次清晰，從簡單問題入手，層層鋪墊、層層剝離，直至深入到理解性的問題，同時(shí)還要不斷為應(yīng)用性的問題鋪路搭橋。如學(xué)生在理解了“Florence Nightingale”一文每個(gè)段落的生平細(xì)節(jié)后，都讓學(xué)生回答What do you think of her? 來細(xì)品字里行間所透露的南丁格爾的品質(zhì)。最后讓學(xué)生來談?wù)刉hat can you learn from Nightingale? 時(shí)，學(xué)生就不會(huì)無話可說了。當(dāng)然，三個(gè)層次的問題究竟哪類問題設(shè)計(jì)得更多一些，要根據(jù)學(xué)生實(shí)際水平與教師的期望值。

（二）多維性

問題鏈設(shè)計(jì)的多維性包括兩個(gè)方面：一是多種類型的問題，二是問題有多個(gè)角度的問法。問題可以使用各類問句。如閱讀文本“Different Attitudes Towards the Uniform Rule”，第一段“We are given the freedom to wear whatever we want to school. But I wonder whether this is really freedom because choosing what to wear causes a lot of worries.” 問題鏈設(shè)計(jì)為：Can the students wear their own clothes at school? Do they feel free or uneasy? The writer doesn’t really feel free, does he? Why doesn’t he think it’s really freedom? 注意涉及各種問題類型，選擇疑問句還可以有意設(shè)計(jì)成能用both或neither來進(jìn)行回答；反義疑問句可以時(shí)常用一些“前否后肯”的句式，來培養(yǎng)學(xué)生的回答習(xí)慣。

同樣的問題可以有不同角度的問法，當(dāng)學(xué)生對(duì)上述第四個(gè)問題進(jìn)行了回答：Because he thinks choosing what to wear causes a lot of worries.之后，針對(duì)worries再作設(shè)計(jì)：①What do many students worry about?中worry作動(dòng)詞，學(xué)生需要回答賓語They worry about what to wear every day.② What are their worries?中 worry作名詞，學(xué)生需要回答主語 To choose what to wear every day is their worries. 或表語Their worries are to choose what to wear every day. 多個(gè)角度的問法能充分訓(xùn)練學(xué)生的思維及表達(dá)。

（三）可答性

學(xué)生缺少背景知識(shí)的問題要盡量避免。如“Youth Hostel”一文，教師原本想通過一個(gè)問題Are youth hostels popular in China today? 來引出What kind of people like to stay there? 然而Youth Hostel在中國確實(shí)不常見，作為初中生更不可能作為背包族去住青年旅社了，學(xué)生難以回答，還不如通過圖片或者直接閱讀文本來獲取線索。

另外，問題不宜過大，應(yīng)設(shè)計(jì)鋪墊，循序漸進(jìn)。如文章開頭“For many years, children in industrial areas of Europe and America seldom left their cities to see the beauty of the countryside.This was not because... but because... . In 1907, a young German teacher had an idea that changed this situation.” 如果“問題鏈”的設(shè)計(jì)是這樣的：Who first came up with the idea of the Youth Hostel? How did he get the idea? 第二個(gè)問題就很難回答，因?yàn)閱栴}太大，線索不集中，可以把問題分割地再小些，有些過渡問句：What did he want to do with the idea? 回答：He wanted to change this situation. 再問：What was the situation he wanted to change? 這樣能引發(fā)學(xué)生從頭閱讀去尋找線索。

（四）釋疑性

文本理解上的難點(diǎn)也可以通過問題鏈的設(shè)計(jì)充分挖掘出來，提的問題要能夠暴露出學(xué)生理解上的障礙，在學(xué)生的回答過程中幫助學(xué)生釋疑解難。

“Florence Nightingale”一文中在描述到南丁格爾與她的護(hù)士團(tuán)隊(duì)被送到克里米亞戰(zhàn)爭的前線野戰(zhàn)醫(yī)院后，說到“When they arrived,they had very little to work with. There was no access to water or medical equipment.” 是她們無事可干還是無法干活，這是文本不可放過的難點(diǎn)，于是通過一連串問題，幫助層層剖析：When they arrived, did they work at once? 學(xué)生回答 No，再問 Why didn’t they work at once? 學(xué)生回答B(yǎng)ecause they had very little to work with.馬上接著問：Does it mean “they had no work to do” or “they could hardly work”? 于是難點(diǎn)被擺放在學(xué)生面前，激起他們的思索。

“Youth Hostel”中有一句“Sometimes a programme will be organized after the meal, with songs, dances, or short talks followed by a question period.” 其中“... followed by...”是個(gè)難點(diǎn)，“short talks”與“a question period”究竟哪個(gè)在前，哪個(gè)在后，教師可以先問What will be included in the programme? 學(xué)生一般會(huì)從songs開始把句子讀完，教師馬上接著問：Which comes first, a question period or short talks? 去引發(fā)學(xué)生思考，關(guān)注“... followed by ...” 這一語言現(xiàn)象。

學(xué)生在教師的連續(xù)提問中會(huì)逐漸注意并弄清文本的疑難，關(guān)鍵是教師要能敏銳地挖到這些難點(diǎn)，并巧妙地用問題問出來。

（五）思維性與表達(dá)力

問題鏈設(shè)計(jì)要能激發(fā)學(xué)生進(jìn)行高階思維，能夠根據(jù)字里行間的意思進(jìn)行重組回答，或者依據(jù)自身背景知識(shí)和生活實(shí)際進(jìn)行語言輸出。

“Are Neighbors Important?”一文，講的是現(xiàn)代社會(huì)鄰里關(guān)系的冷漠，討論鄰里關(guān)系的重要性，文本第四段講述了1965年紐約城斷電，許多人感到很無助，于是整個(gè)城市的人都攜起手來，又像一個(gè)親密融合的鄰里大家庭了?！癙eople with cars offered rides to those walking.Other people helped direct traffic. In elevators,people played word games and helped cheer each other up.”問題要讓學(xué)生從這短短三句話中，體會(huì)斷電帶來的現(xiàn)實(shí)問題，繼而體會(huì)鄰里關(guān)系的重要性：What did people do to give others a helping hand? 在學(xué)生回答了每個(gè)小點(diǎn)后，用問題鏈繼續(xù)深入：Why did those people have to walk? 學(xué)生一時(shí)回答不出，再提示：With the power cut, what happened? What does “offer rides” mean?對(duì)于direct traffic，可以出示一張警察指揮交通的圖片直觀解釋，隨后問：Why did people need to direct traffic at that time?對(duì)于in elevators，可以問：What happened to elevators? How was it inside the elevators? How did people feel? What else could they do to cheer each other up?最后還可以用問題From these examples, when do people still need to depend on one another? 來提升學(xué)生的思維和表達(dá)。這需要教師不斷細(xì)讀文本，深入挖掘文本內(nèi)涵，根據(jù)學(xué)生實(shí)際創(chuàng)設(shè)問題情境，在與學(xué)生一連串的問答、交談中提升其對(duì)文本的理解、高層次的思維以及聽力與表達(dá)。

二、問題鏈在英語閱讀教學(xué)環(huán)節(jié)中的運(yùn)用策略

（一）文本引入環(huán)節(jié)

1. 直入主題

在“Youth Hostel”的引入環(huán)節(jié)中，教師用自己旅行的以及住的賓館照片，問學(xué)生 Can you guess where I was? Where did I stay? 引發(fā)學(xué)生興趣，同時(shí)出示一些年輕背包客和青年旅社的圖片，告訴學(xué)生But some young people or backpackers like staying here, it’s called youth hostel. 引入過程簡潔明了。

2. 激活背景

對(duì)于學(xué)生不熟悉的文本，要激活其背景知識(shí)。如“Assembly Lines”一文，教師通過與學(xué)生閑聊，由How do you go to school?入手，引出car的話題，再提問Why do people like to travel by car? Can most families in big cities afford to buy cars? Why can most ordinary people afford cars nowadays? Do you know how cars are made? 引出一段有關(guān)裝配線生產(chǎn)汽車的錄像，直觀地補(bǔ)充學(xué)生的背景知識(shí)。之后提問：How are cars made? By hand or by machine? Are cars made by a single machine? Do workers have to move busily from one place to another? What is moving? 引導(dǎo)學(xué)生了解Cars are made on moving production lines. 隨后引出The lines are called assembly lines. 這段導(dǎo)入環(huán)節(jié)雖然要花些時(shí)間，卻必不可少，問題鏈起著把汽車與流水線建立聯(lián)系的作用。

（二）詞匯教學(xué)環(huán)節(jié)

閱讀文本中詞匯的處理方法分三種，閱讀前“教”、閱讀中“猜”和閱讀后“過”。首先，哪些詞匯是會(huì)影響閱讀的必須事先掃清，閱讀前“教”應(yīng)堅(jiān)持情境引入的方式，包括圖片展示、自由對(duì)話等。再者，哪些詞匯是學(xué)生能在閱讀時(shí)根據(jù)上下文進(jìn)行猜測的，就不要事先教，留作培養(yǎng)學(xué)生的猜詞能力，但也需運(yùn)用問題讓學(xué)生猜。最后，哪些詞匯屬于低頻詞或不影響總體閱讀的可以順勢帶過。

1. 閱讀前“教”

9A中“the Red Cross”一文，閱讀前出示一組“痛苦的災(zāi)后幸存者”圖片，問學(xué)生How do these victims feel? 學(xué)生回答諸如hungry, sad,thirsty, painful, cold等詞匯后，用I can say these victims suffer a lot. 讓學(xué)生猜suffer的含義，并輔以兩個(gè)情境：①They are staying in the camp tonight, lying on the grass and counting stars in the sky.②They are staying in the camp tonight,with no food to eat and no tents to live in. 問學(xué)生Which one do you think people are suffering?

2. 閱讀中“猜”

“the Red Cross”中有一段：“… and another 40000 men were left to die for lack of medical care. Immediately Henri Dunant organized the local people ...”為了讓學(xué)生猜測出immediately一詞，通過問題鏈：Did another 40000 men die or not in the battle? But what happened to them?What did they need? If they didn’t receive medical care, what would happen to them? So Henri Dunant immediately organized the local people.Does “immediately” mean “after considering” or “without delay”? 讓學(xué)生一方面理解詞義，另一方面也通曉文本。

（三）段落解讀環(huán)節(jié)

在段落解讀過程中，不能只用問題鏈一以貫之，這樣會(huì)顯得單調(diào)。問題鏈教學(xué)并不是摒棄了以往的閱讀檢測方式，判斷對(duì)錯(cuò)、排序、選擇、填空填表等照樣能夠使用，“問題鏈”與任務(wù)型教學(xué)結(jié)合起來，穿插進(jìn)行，更能使教學(xué)顯得張弛有度、富有節(jié)奏。

閱讀前，教師無需把要問的問題都出示給學(xué)生，只需提供框架性問題，讓學(xué)生在閱讀時(shí)能把握段落的基本脈絡(luò)，閱讀后教師用聽說的方式展開細(xì)節(jié)問題。如“Conan Doyle”一文，第一段寫了柯南的出生以及第一部偵探小說的出現(xiàn)。讀前只出示三個(gè)問題，之間沒有太多關(guān)聯(lián)：What was Conan Doyle? Why did Conan Doyle write more stories about Sherlock Holmes?How often did the stories come out? 閱讀后，教師問了8個(gè)問題，串起了整個(gè)段落：What was Conan Doyle? What nationality was he? Is Scotland in Britain or Australia? When did he write his first Sherlock Holmes story? What happened four years later? Why did he write more stories about Sherlock Holmes? How often did he write one story about Sherlock Holmes? Where did the stories come out? 因?yàn)榧?xì)節(jié)問題是要依據(jù)回答不斷深入，其中不乏有現(xiàn)場的生成。

任務(wù)型閱讀方式照樣可用，如“the Red Cross”的最后部分寫創(chuàng)始者亨利贏得了諾貝爾和平獎(jiǎng)，紅十字會(huì)也遍布全世界并獲得了兩次諾貝爾和平獎(jiǎng)。讀前出示了三個(gè)判斷對(duì)錯(cuò)題：① The Red Cross was the first to win the Nobel Peace Prize. ② The Red Cross can be found in over 60 countries around the world. ③Henri Dunant and the Red Cross altogether have been awarded the Nobel Peace Prize three times.讀后用了7個(gè)問題來提問學(xué)生的細(xì)節(jié)理解：Who became the first one to win the Nobel Peace Prize?Why was he awarded it? What was his idea? How was the idea? Which word does the writer use to describe his idea? How do you know “the Red Cross can be found in over 60 countries around the world”? When was the Red Cross awarded the prize? 不僅核對(duì)了判斷對(duì)錯(cuò)題的答案，更能深入理解文本。

（四）文本拓展環(huán)節(jié)

具有拓展要求的問題并不都要放到文本解讀的最后，閱讀的各個(gè)環(huán)節(jié)都可以提出，一開始一般疑問句、帶有what、when和where的問題居多，后來用how和why提問的問題多起來，漸漸進(jìn)入到思維與拓展的空間。

在文本閱讀后的拓展，也應(yīng)以問題的形式引發(fā)學(xué)生的思考與表達(dá)。在拓展環(huán)節(jié)中，教師抓住了“Assembly Lines may be boring to work on.”來提問為什么裝配線使人感到枯燥乏味，學(xué)生依據(jù)想象與已有知識(shí)進(jìn)行回答；隨后，教師提出與學(xué)生生活實(shí)際相連的應(yīng)用型問題，如舉例說出家中哪些器物是裝配線生產(chǎn)的，裝配線產(chǎn)品與現(xiàn)今流行的DIY制作產(chǎn)品的不同之處等，用What kind of things do you prefer to make by yourself ? Why do you like to do that? 的問題讓學(xué)生表達(dá)手工制作的樂趣；最后，用What’s the future of assembly lines?的問題展望一下裝配線生產(chǎn)的未來，其實(shí)又是讓學(xué)生回歸文本重組信息。

在文本拓展環(huán)節(jié)中，學(xué)生通過背景知識(shí)和文本線索辯證地看待問題，激發(fā)學(xué)生的快速應(yīng)變與語言表達(dá)。當(dāng)學(xué)生表達(dá)有障礙時(shí)，教師要鼓勵(lì)學(xué)生說出自己的想法，哪怕蹦出一些詞匯或只能說中文都沒有關(guān)系，關(guān)鍵是教師要有充分的語言準(zhǔn)備，幫助學(xué)生進(jìn)行措辭，使學(xué)生能得到更好的語言輸入。

問題鏈?zhǔn)菐熒O(shè)疑、釋疑、互動(dòng)、交流的動(dòng)態(tài)過程，是教師引導(dǎo)學(xué)生激活知識(shí)、認(rèn)識(shí)詞匯、閱讀文本、拓展思維的探索過程。誠然，問題的設(shè)計(jì)、問題間的銜接是關(guān)系“問題鏈”閱讀教學(xué)成敗的關(guān)鍵，精彩的設(shè)計(jì)、提問、追問能博得學(xué)生的喜愛與期待；長期訓(xùn)練，學(xué)生會(huì)養(yǎng)成以“問題鏈”的方式自行解讀文本，達(dá)到發(fā)展學(xué)生獨(dú)立思考能力、創(chuàng)造性思維能力與交際表達(dá)能力的目的。