高三英語(yǔ)復(fù)習(xí)新思維：話題整合讀寫(xiě)教學(xué)實(shí)踐與探究

顏美娟

引言

“話題整合”是一種復(fù)習(xí)新思路。它主張以語(yǔ)篇為載體，在理解與表達(dá)的語(yǔ)言實(shí)踐活動(dòng)中，通過(guò)文本解讀，將語(yǔ)言知識(shí)學(xué)習(xí)、語(yǔ)言技能發(fā)展、文化內(nèi)涵理解、多元思維發(fā)展、價(jià)值取向判斷、學(xué)習(xí)策略運(yùn)用等有機(jī)整合在一起。在高三總復(fù)習(xí)階段，因時(shí)間緊、任務(wù)重，教師在復(fù)習(xí)中不可能顧及初中教材及不同版本的教材，這樣就不利于學(xué)生構(gòu)建話題知識(shí)網(wǎng)絡(luò)，難以促進(jìn)學(xué)生知識(shí)和技能的穩(wěn)步提高（駱永聰2017）。而話題整合有利于使緊張的高三英語(yǔ)復(fù)習(xí)教學(xué)更高效。話題整合旨在培養(yǎng)學(xué)生的整體性和綜合性邏輯思維，通過(guò)整合后的比較學(xué)習(xí)和自主閱讀，激發(fā)學(xué)生回顧話題內(nèi)容，歸納共同要素，構(gòu)建新的概念，最終實(shí)現(xiàn)思維品質(zhì)的提升。本文以話題The Chinese pioneer artists 為例，選取北師大版高中《英語(yǔ)》必修2 Unit 5 Lesson 3 Kong goes for folk!（見(jiàn)附錄1）和2018 年普通高等學(xué)校招生全國(guó)統(tǒng)一考試（全國(guó)III 卷）閱讀理解C 篇（見(jiàn)附錄2），對(duì)話題整合讀寫(xiě)教學(xué)模式進(jìn)行實(shí)踐探究。另外，本課例是2018 年泉州市高三英語(yǔ)教學(xué)工作會(huì)暨北師大版高中英語(yǔ)學(xué)科研訓(xùn)會(huì)上開(kāi)設(shè)的高三復(fù)習(xí)教學(xué)示范課，指導(dǎo)老師為福建省泉州市教育科學(xué)研究所蔡曉莎。本課例受到了與會(huì)教師和專家的一致好評(píng)。

一、教學(xué)分析

（一）教學(xué)內(nèi)容分析

從文本內(nèi)容上看，北師大版高中《英語(yǔ)》必修2 Unit 5 Lesson 3 Kong goes for folk!講述了著名古典鋼琴音樂(lè)家孔祥東將古典音樂(lè)和中國(guó)民族音樂(lè)相結(jié)合，用鋼琴演奏中國(guó)民樂(lè)并讓世界為之矚目，成為當(dāng)今音樂(lè)界先鋒人物的故事。2018 年普通高等學(xué)校招生全國(guó)統(tǒng)一考試（新課標(biāo)全國(guó)III 卷）閱讀理解C 篇介紹了中國(guó)建筑師王澍將傳統(tǒng)的中國(guó)元素融入現(xiàn)代建筑，成為第一個(gè)獲得有建筑界諾貝爾獎(jiǎng)之稱的普利茲克建筑獎(jiǎng)的中國(guó)人。兩篇文本都講述了中國(guó)藝術(shù)界的先驅(qū)人物從中國(guó)傳統(tǒng)中汲取創(chuàng)作靈感并獲得世界認(rèn)可的故事。

從主旨上看，無(wú)論是音樂(lè)家孔祥東，還是建筑師王澍，他們都有一種濃厚深切的家國(guó)情懷，他們從博大精深的中國(guó)傳統(tǒng)文化中尋根溯源，并與現(xiàn)代元素進(jìn)行有機(jī)融合、創(chuàng)新，最終獲得世界對(duì)中國(guó)藝術(shù)家的身份認(rèn)同。這兩篇文本啟發(fā)讀者要增強(qiáng)國(guó)家認(rèn)同感和家國(guó)情懷，提高中華民族的文化自信，成為一個(gè)有文化修養(yǎng)和社會(huì)責(zé)任感的人。

從結(jié)構(gòu)與語(yǔ)言上看，兩篇文本都屬于記敘類文體，均介紹了人物的背景信息，人物對(duì)中國(guó)傳統(tǒng)文化的借鑒、實(shí)踐及人物所取得的成就。兩篇文本分別以孔祥東和王澍回歸中國(guó)傳統(tǒng)文化，取得世界認(rèn)可的發(fā)展為明線，以兩位藝術(shù)家對(duì)中國(guó)傳統(tǒng)文化深厚的民族自豪感和自信心為暗線。兩篇文本結(jié)構(gòu)清晰、富有趣味性和可信性。如Kong goes for folk!（以下稱“孔祥東文本”）以時(shí)間發(fā)展順序展開(kāi)敘述孔祥東的成長(zhǎng)經(jīng)歷及成就，C 篇閱讀理解（以下稱“王澍文本”）則通過(guò)對(duì)比手法，將國(guó)人對(duì)傳統(tǒng)的誤解與對(duì)傳統(tǒng)的正確解讀進(jìn)行對(duì)比，將當(dāng)今人們創(chuàng)作藝術(shù)的誤區(qū)和傳統(tǒng)與當(dāng)代藝術(shù)有機(jī)融合的實(shí)踐進(jìn)行對(duì)比，凸顯恰當(dāng)有效地發(fā)揮中國(guó)傳統(tǒng)文化魅力的重要性。兩篇文本在行文中穿插了主人公的原話，更直觀、傳神且有力地說(shuō)明了孔祥東和王澍兩位藝術(shù)家的創(chuàng)作理念和家國(guó)情懷，進(jìn)而使文章更生動(dòng)，也更具有可信性。

（二）學(xué)情分析

授課對(duì)象是高三年級(jí)理科班的學(xué)生，他們對(duì)北師大版高中英語(yǔ)教材的體例比較熟悉，也做過(guò)一定量的高考練習(xí)題。課前，他們已讀過(guò)這兩篇文本，并劃分好小組（5 人一組，共7 組；第7 組共7 人，組成“學(xué)霸團(tuán)”作為寫(xiě)作評(píng)審指導(dǎo)組，負(fù)責(zé)到各組指導(dǎo)寫(xiě)作并點(diǎn)評(píng)），每組選好了小組長(zhǎng)。

本班學(xué)生從未接觸過(guò)文本整合閱讀，可能會(huì)存在以下兩個(gè)問(wèn)題：一是習(xí)慣性地將文本割裂為孤立的單詞、短語(yǔ)和重點(diǎn)句型，對(duì)文本的學(xué)習(xí)局限于簡(jiǎn)單的信息提取或信息復(fù)現(xiàn)，文體意識(shí)較為薄弱，缺乏把握文本結(jié)構(gòu)脈絡(luò)的能力，以及對(duì)文本內(nèi)涵的深層次挖掘能力；二是在平時(shí)的學(xué)習(xí)過(guò)程中缺乏閱讀為寫(xiě)作服務(wù)的理念，沒(méi)有意識(shí)到同一話題的文本能夠開(kāi)展整合閱讀及讀寫(xiě)能夠有機(jī)整合。另外，這是師生之間首次配合上課，如何調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，協(xié)調(diào)師生、生生之間的互動(dòng)，使課堂教學(xué)效果最優(yōu)化，是師生共同面臨的挑戰(zhàn)。

本班學(xué)生的英語(yǔ)口語(yǔ)表達(dá)能力、英語(yǔ)基礎(chǔ)知識(shí)水平和合作探究能力在同年級(jí)學(xué)生中表現(xiàn)突出，這得益于良好的學(xué)習(xí)習(xí)慣和學(xué)習(xí)方法，為本堂話題整合讀寫(xiě)課的開(kāi)展奠定了堅(jiān)實(shí)的基礎(chǔ)。

二、教學(xué)目標(biāo)

學(xué)生在學(xué)習(xí)完本課后，應(yīng)該能夠：

基于文本甄別孔祥東和王澍兩位藝術(shù)家與普通藝術(shù)家的不同，表述他們?nèi)绾螌?shí)現(xiàn)創(chuàng)新和突破，并分析作者達(dá)成這一寫(xiě)作目的所采用的寫(xiě)作手法；

基于文本探究孔祥東和王澍兩位藝術(shù)家取得成功的原因，評(píng)價(jià)他們的成就，并暢談自己閱讀后的感悟，由此培養(yǎng)正確的國(guó)際視野和家國(guó)情懷；

分析文本結(jié)構(gòu)、提取語(yǔ)言素材，實(shí)現(xiàn)寫(xiě)作輸出——概要寫(xiě)作。

三、教學(xué)過(guò)程

Step 1：Lead-in

Show students a video clip of Kong Xiangdong and Wang Shu.

然后教師提問(wèn)：

Q1：Who are they?

Q2：What do they have in common?

【設(shè)計(jì)說(shuō)明】

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017 年版）》在語(yǔ)言技能中增加了“看”的技能，即“利用多模態(tài)語(yǔ)篇中的圖形、表格、動(dòng)畫(huà)、符號(hào)及視頻等理解意義的技能”（教育部2018）。教師可通過(guò)課前制作的孔祥東和王澍視頻剪輯導(dǎo)入，激活學(xué)生有關(guān)孔祥東和王澍的圖式，培養(yǎng)學(xué)生“看”的技能，進(jìn)而匯總信息并引出話題。問(wèn)題1 旨在引導(dǎo)學(xué)生利用目標(biāo)詞匯回答問(wèn)題；問(wèn)題2 旨在引導(dǎo)學(xué)生對(duì)話題人物進(jìn)行比較，并設(shè)置懸念，激發(fā)學(xué)生想要了解兩位藝術(shù)家的欲望。導(dǎo)入環(huán)節(jié)簡(jiǎn)潔明了，所設(shè)問(wèn)題也環(huán)環(huán)相扣，具有目的性和啟發(fā)性。

Step 2：Review

What’s the writing style of these two texts?（孔祥東文本、王澍文本）What kind of text does they belong to?

A.Narration. 記敘文√

B.Practical writing. 應(yīng)用文

C.Argumentation. 議論文

D.Expository writing. 說(shuō)明文

Narration：Kong Xiangdong and Wangshu，two Chinese pioneer artists，brought Chinese elements to the rest of the world and won international recognition.

【設(shè)計(jì)說(shuō)明】

“從研究文本體裁出發(fā)進(jìn)行閱讀教學(xué)，能使學(xué)生掌握相對(duì)穩(wěn)定的、可以借鑒和依賴的體裁模式，強(qiáng)化學(xué)生對(duì)這些體裁的閱讀駕馭能力，也能開(kāi)發(fā)學(xué)生的創(chuàng)造性思維能力。”（莊志琳、沈萃萃，等2011）本環(huán)節(jié)旨在引導(dǎo)學(xué)生回顧所學(xué)過(guò)的具有相似文體特征、主題意義的兩篇文本，進(jìn)一步明晰記敘文文體特征，一方面能監(jiān)測(cè)學(xué)生的學(xué)習(xí)效果，另一方面能為后面文本結(jié)構(gòu)處理作鋪墊。

Step 3：Jigsaw Reading&Sequencing

Q：How do the authors organize the two texts?

Each student is given a bunch of Kong Xiangdong’s and Wang Shu’s paper slips.Everyone is expected to choose one bunch that they are interested in and put the paper slips in the right order to form a whole passage.

【設(shè)計(jì)說(shuō)明】

通過(guò)個(gè)體活動(dòng)，引導(dǎo)學(xué)生對(duì)零散段落進(jìn)行排列組合，把握此類記敘文的結(jié)構(gòu)特點(diǎn)。“閱讀時(shí)把握住了文本的結(jié)構(gòu)，才有可能真正理解文章；同樣，寫(xiě)作時(shí)也只有把握好了文本的結(jié)構(gòu)，整體謀篇布局，才能真正做到思路清晰、行文流暢”（姚旭輝、周萍，等2013）。

Step 4：Reading for thinking

Teacher asks for students’answers and reflections after the sequencing task，and then clarifies the development of the two texts through the following four questions.（Break down the texts into several parts and use one word to summarize each part.）

（1）What award did they get?

（2）What’s the context of their awards?

（3）How did they manage to do that？

（4）Why could they achieve success?

Possible answers：

Achievements—Background—Combination—Deeds

【設(shè)計(jì)說(shuō)明】

本環(huán)節(jié)教師引導(dǎo)學(xué)生對(duì)兩個(gè)文本進(jìn)行分解并用一個(gè)詞歸納每個(gè)部分的作用，啟發(fā)他們思考作者是從哪幾個(gè)維度介紹這兩位令人欽佩的中國(guó)藝術(shù)家的。在教師的問(wèn)題啟發(fā)下，學(xué)生進(jìn)一步深入閱讀文本，能在小組合作活動(dòng)中梳理歸納出Achievements—Background—Combination—Deeds的寫(xiě)作結(jié)構(gòu)?！坝辛藢?duì)文本結(jié)構(gòu)的剖析和梳理，學(xué)生就能對(duì)文章的文體、主題有清晰的認(rèn)識(shí)，并據(jù)此對(duì)該文體的整體結(jié)構(gòu)進(jìn)行模仿，進(jìn)而搭建概要寫(xiě)作的基本框架，使作品具有邏輯性?！保伱谰?018）該設(shè)計(jì)有利于學(xué)生學(xué)會(huì)尋找和整合文本關(guān)鍵信息，明晰文本結(jié)構(gòu)，把握文章主旨。

Why does the author’s writing follow A，B，C，D（Achievements—Background—Combination—Deeds）structure?

【設(shè)計(jì)說(shuō)明】

本環(huán)節(jié)教師旨在引導(dǎo)學(xué)生探究整合兩篇文本共同的寫(xiě)作模式：人物成就—背景信息—中西融合—人物實(shí)踐，使學(xué)生對(duì)文本結(jié)構(gòu)和演繹手法更為明晰，為后文概要寫(xiě)作輸出作鋪墊。

Step 5：Taste Deep

Read the texts carefully again and taste deep.Work in groups of five and introduce Kong Xiangdong or Wang Shu according to the A，B，C，D（Achievements—Background—Combination—Deeds）structure. The following words and expressions maybe helpful.（見(jiàn)表1）

表1

For Kong Xiangdong’s group：...

For Wang Shu’s group：...

【設(shè)計(jì)說(shuō)明】

通過(guò)小組合作的方式引導(dǎo)學(xué)生細(xì)讀文本，培養(yǎng)他們獲取相關(guān)信息的能力。根據(jù)Achievements—Background—Combination、Deeds 介紹人物，為接下來(lái)的小組拼圖合作學(xué)習(xí)作好鋪墊；同時(shí)，基于需求復(fù)習(xí)文本中描寫(xiě)人物身份、個(gè)性特征和事件發(fā)展的詞匯及相關(guān)的句型表達(dá)，這種“有組織的整理和輸入，有助于學(xué)生存留深刻印象，并在運(yùn)用時(shí)可以升其閱讀理解能力”（陳永芳、龔曉靈，等2013）。該環(huán)節(jié)體現(xiàn)認(rèn)知的逐步深化，從淺層的“感知”“理解”到深層次的“分析”“評(píng)價(jià)”，在此過(guò)程中逐步發(fā)展思維能力和語(yǔ)言運(yùn)用能力。

Step 7：Writing

Write a summary of Kong Xiangdong’s or Wangshu’s story in about 100 words.

You need to：

（1）summarize his achievements in about 20 words；

（2）review his background in about 20 words；

（3）demonstrate his combination in about 40 words；

（4）present his deeds in about 20 words.Requirements：Group work（5 minutes）

One student is in charge of Achievements；one student is in charge of Background；one student is in charge of Combination；one student is in charge of Deeds；one student is in charge of integration.Group No.7 students are in charge of giving guidance to fellow students in need.

Pay attention to the writing assessments. Give a star（★）to each item if you meet the standards in the form.（見(jiàn)表2）

表2

【設(shè)計(jì)說(shuō)明】

“概要寫(xiě)作是學(xué)生對(duì)語(yǔ)言材料吸收、存儲(chǔ)、內(nèi)化整理和表達(dá)的過(guò)程，是一種基于理解的創(chuàng)新?！保钊?016）有效的寫(xiě)作教學(xué)要幫學(xué)生搭建寫(xiě)作支架，讓他們有內(nèi)容可寫(xiě)。通過(guò)先說(shuō)后寫(xiě)、層層鋪墊，學(xué)生在理解文本后對(duì)概要寫(xiě)作有了清晰的結(jié)構(gòu)意識(shí)。該步驟鼓勵(lì)學(xué)生通過(guò)借助前面環(huán)節(jié)中寫(xiě)作支架的搭建，明確任務(wù)分工開(kāi)展拼圖寫(xiě)作，幫助學(xué)生達(dá)到語(yǔ)言和思維整合輸出的目的。一方面加深學(xué)生對(duì)文本的理解；另一方面以讀促寫(xiě)，培養(yǎng)學(xué)生的概括能力和表達(dá)能力，使其能夠把文章中隱含的情感因素充分挖掘出來(lái)，并獲得相應(yīng)的情感體驗(yàn)，有效運(yùn)用所學(xué)知識(shí)弘揚(yáng)中國(guó)藝術(shù)先驅(qū)的創(chuàng)新精神，并學(xué)習(xí)他們的家國(guó)情懷，提升文化自信。

Step 8：Appreciation&Peer editing

Teacher invites 2 students to share their summary writings with the class.Other students are expected to make comments on their work according to the above assessment form.

【設(shè)計(jì)說(shuō)明】

在學(xué)生小組拼圖寫(xiě)作完成后，教師從中挑出兩篇優(yōu)秀習(xí)作，利用投影儀展示，并帶領(lǐng)全班學(xué)生一起朗讀。之后，請(qǐng)學(xué)生結(jié)合評(píng)價(jià)標(biāo)準(zhǔn)點(diǎn)評(píng)。課堂習(xí)作現(xiàn)場(chǎng)點(diǎn)評(píng)，一方面能夠激發(fā)學(xué)生的學(xué)習(xí)熱情，提高他們的鑒賞能力；另一方面能給其他學(xué)生一個(gè)參照的標(biāo)準(zhǔn)。最后，教師總結(jié)，旨在啟迪思想，升華本堂課的主題內(nèi)涵，達(dá)成育人的目的。

Step 9：Homework

Complete and polish your summary writing（pay attention to the writing assessment）.

【設(shè)計(jì)說(shuō)明】

由于課堂時(shí)間有限，將概要寫(xiě)作的潤(rùn)色和成稿任務(wù)設(shè)置為作業(yè)，有助于學(xué)生課后再次研讀文本，實(shí)現(xiàn)概要寫(xiě)作的順利輸出。

五、課后評(píng)析

本堂課基本實(shí)現(xiàn)了教學(xué)目標(biāo)，是一堂成功的話題整合讀寫(xiě)示范課。

（一）教學(xué)環(huán)節(jié)循序漸進(jìn)、層層深入

本堂課教學(xué)環(huán)節(jié)設(shè)置科學(xué)合理，環(huán)環(huán)相扣、層層推進(jìn)。教師先利用孔祥東和王澍的采訪視頻導(dǎo)入，激發(fā)學(xué)生對(duì)話題的興趣；接著，引導(dǎo)學(xué)生從文體特征、文本結(jié)構(gòu)和關(guān)鍵信息分析等方面對(duì)兩篇文本進(jìn)行梳理。在文本分析這一環(huán)節(jié)，教師巧妙地設(shè)計(jì)了一個(gè)小組拼圖活動(dòng)，利用前面提煉的Achievements、Background、Combination、Deeds 要素進(jìn)行分工，培養(yǎng)學(xué)生語(yǔ)言建構(gòu)和表達(dá)輸出的能力，也為最后的概要寫(xiě)作環(huán)節(jié)搭建支架。在最后的拼圖寫(xiě)作環(huán)節(jié)，學(xué)生能夠積極地輸出高質(zhì)量的習(xí)作，并在同伴互助中得到鍛煉。各教學(xué)環(huán)節(jié)層層深入、緊扣教學(xué)目標(biāo)，符合學(xué)生的年齡特征和認(rèn)知發(fā)展規(guī)律。

（二）立足文本解讀，充分挖掘育人價(jià)值

“只有在深入解讀文本的基礎(chǔ)上設(shè)計(jì)教學(xué)活動(dòng)，才可能有效引導(dǎo)學(xué)生運(yùn)用語(yǔ)言知識(shí)與技能，使其領(lǐng)悟隱藏在字里行間的深層含義，批判性地吸收不同的思想和觀點(diǎn)，獲得新知識(shí)，建構(gòu)新概念……體現(xiàn)閱讀教學(xué)的育人價(jià)值?！保◤埱飼?huì)、王薔2016）。本堂課立足文本解讀，培養(yǎng)學(xué)生的思維品質(zhì)，充分挖掘文本的育人價(jià)值，讓學(xué)生在“弘揚(yáng)中國(guó)優(yōu)秀傳統(tǒng)文化的藝術(shù)家”的主題意義引領(lǐng)下，通過(guò)學(xué)習(xí)、理解、應(yīng)用，最終達(dá)到語(yǔ)言知識(shí)的遷移創(chuàng)新。本堂課情感教育達(dá)成度高，教師善于走出教材，活用教材，充分挖掘教材中蘊(yùn)含的德育因素，培養(yǎng)了學(xué)生良好的情感態(tài)度。

結(jié)語(yǔ)

話題整合讀寫(xiě)教學(xué)以主題意義為引領(lǐng)，以語(yǔ)篇為依托，實(shí)踐英語(yǔ)學(xué)習(xí)活動(dòng)觀，著力提高學(xué)生的學(xué)用能力。一方面，通過(guò)把文本特征、主題意義相似的語(yǔ)篇整合在一起進(jìn)行復(fù)習(xí)，探究其在文本意義、作者態(tài)度、語(yǔ)篇結(jié)構(gòu)、語(yǔ)言特點(diǎn)與修辭方面的不同，培養(yǎng)學(xué)生的文體意識(shí)，提升學(xué)生的語(yǔ)言能力；另一方面，引導(dǎo)學(xué)生通過(guò)對(duì)相似話題的學(xué)習(xí)，對(duì)主題形成深入的認(rèn)識(shí)和表達(dá)能力，并形成在相似主題語(yǔ)境中的行為能力，提升文化品格、樹(shù)立世界眼光，培養(yǎng)具有中國(guó)情懷、國(guó)際視野和跨文化溝通能力的社會(huì)主義建設(shè)者和接班人。

附錄1

Kong goes for folk!

The famous classical pianist，Kong Xiangdong，surprised his fans last week by giving a concert combining classical music with Chinese folk music. Kong explained that he tried this because he wanted to create something new. “As a musician，playing the same music in different cities of the world is very boring，”says Kong.He also feels that playing Chinese folk music on the piano can help bring it to the rest of the world.

Music has always been part of Kong’s world.As his mother was a great music lover，he lived with music from birth. But it wasn’t always easy for the young Kong Xiangdong. His mother couldn’t buy him a piano until he was seven. She had to draw piano keys on a piece of paper so that he could learn to play as early as possible. The 5-year-old Kong would practise on the paper piano as his mother clapped the rhythm. He was made to practise the piano so much that，at times，he thought about giving up.However，he didn’t quit，and he became a great pianist. In 1986，at the age of 18，he became the youngest prize winner in Moscow’s Tchaikovsky International Competition.He went on to win awards in competitions across the world.

Because of Kong’s talent and hard work，he became famous worldwide.But after years of performing，he felt that in some ways he had lost his identity. This is why he went back to his roots and rediscovered the beauty in Chinese folk music.He began experimenting with different styles and his Dream Tour Concert is the result.

Kong’s new experiment in Chinese folk music is so important to him that he even changed his appearance. When he arrived at his concert last week，he had shaved off all his hair! Since his music style is new，he decided his hairstyle had to be new too!

Whether Kong is changing his appearance or transforming his music，he is a pioneer in music today. The concert last week was such a success that Kong’s Dream Tour Concert is expected to run for the next two years in Beijing，Shanghai，and other main cities before going to Paris and New York.

附錄2

2018 年普通高等學(xué)校招生全國(guó)統(tǒng)一考試英語(yǔ)（全國(guó)III 卷）閱讀理解C 篇

While famous foreign architects are invited to lead the designs of landmark buildings in China such as the new CCTV tower and the National Center for the Performing Arts，many excellent Chinese architects are making great efforts to take the center stage.

Their efforts have been proven fruitful.Wang Shu，a 49-year-old Chinese architect，won the 2012 Pritzker Architecture Prize—which is often referred to as the Nobel Prize in architecture—on February 28. He is the first Chinese citizen to win this award.

Wang serves as head of the Architecture Department at the China Academy of Art（CAA）. His office is located at the Xiangshan campus（校園）of the university in Hangzhou，Zhejiang Province.Many buildings on the campus are his original creations.

The style of the campus is quite different from that of most Chinese universities. Many visitors were amazed by the complex architectural space and abundant building types. The curve（曲線）of the buildings perfectly match the rise and fall of hills，forming a unique view.

Wang collected more than 7 million abandoned bricks of different ages. He asked the workers to use traditional techniques to make the bricks into walls，roofs and corridors. This creation attracted a lot of attention thanks to its mixture of modern and traditional Chinese elements（元素）.

Wang’s works show a deep understanding of modern architecture and a good knowledge of traditions.Through such a balance，he had created a new type of Chinese architecture，said Tadao Ando，the winner of the 1995 Pritzker Prize.

Wang believes traditions should not be sealed in glass boxes at museums.“That is only evidence that traditions once existed，”he said.

“Many Chinese people have a misunderstanding of traditions.They think tradition means old things from the past.In fact，tradition also refers to the things that have been developing and that are still being created，”he said.

“Today，many Chinese people are learning Western styles and theories rather than focusing on Chinese traditions.Many people tend to talk about traditions without knowing what they really are，”said Wang.

The study of traditions should be combined with practice.Otherwise，the recreation of traditions would be artificial and empty，he said.

28.Wang’s winning of the prize means that Chinese architects are_________.

A.following the latest world trend B.getting international recognition

C.working harder than ever before D.relying on foreign architects

29.What impressed visitors to the CAA Xiangshan campus most?

A.Its hilly environment. B.Its large size.

C.Its unique style. D.Its diverse functions.

30.What made Wang’s architectural design a success?

A.The mixture of different shapes. B.The balance of East and West.

C.The use of popular techniques. D.The harmony of old and new.

31.What should we do about Chinese traditions according to Wang?

A.Spread them to the world. B.Preserve them at museums.

C.Teach them in universities. D.Recreate them in practice.

【答案】28.B 29.C 30.D 31.D