基于引領(lǐng)性問(wèn)題探究主題意義，發(fā)展英語(yǔ)學(xué)科核心素養(yǎng)的主題教學(xué)探索

趙冉 劉燕

摘 要：教師設(shè)計(jì)的引領(lǐng)性問(wèn)題，即從理解到應(yīng)用、從分析到評(píng)價(jià)等有層次的課堂提問(wèn)，是組織學(xué)生探究主題意義的必要環(huán)節(jié)，也是發(fā)展學(xué)生英語(yǔ)學(xué)科核心素養(yǎng)的重要途徑。本文通過(guò)一則教學(xué)課例，展示了教師如何圍繞主題意義進(jìn)行教學(xué)探索，即如何通過(guò)引領(lǐng)性問(wèn)題的設(shè)置培養(yǎng)學(xué)生的思維能力、合作能力和探究能力。

關(guān)鍵詞：主題意義探究；英語(yǔ)學(xué)科核心素養(yǎng)；引領(lǐng)性問(wèn)題

引言

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》（以下簡(jiǎn)稱 《課標(biāo)》）提出了發(fā)展英語(yǔ)學(xué)科核心素養(yǎng)，落實(shí)立德樹(shù)人根本任務(wù)的基本理念。英語(yǔ)學(xué)科核心素養(yǎng)包括語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力。《課標(biāo)》在課程實(shí)施建議中指出，教師應(yīng)關(guān)注主題意義，制訂指向核心素養(yǎng)發(fā)展的整體教學(xué)目標(biāo)；深入研讀語(yǔ)篇，把握主題意義，落實(shí)英語(yǔ)學(xué)科核心素養(yǎng)目標(biāo)，創(chuàng)設(shè)合理的學(xué)習(xí)活動(dòng)；實(shí)踐英語(yǔ)學(xué)習(xí)活動(dòng)觀，引導(dǎo)學(xué)生加深對(duì)主題意義的理解，促進(jìn)核心素養(yǎng)的有效形成（中華人民共和國(guó)教育部，2018）?！坝行У挠⒄Z(yǔ)課堂是在教師的引導(dǎo)下，以問(wèn)題為導(dǎo)向，師生共同對(duì)主題意義展開(kāi)的探究”（梅德明，王薔，2018）。筆者將以一次主題教學(xué)實(shí)踐為案例，探索如何基于引領(lǐng)性問(wèn)題，即通過(guò)從理解到應(yīng)用、從分析到評(píng)價(jià)等有層次的課堂提問(wèn)，引導(dǎo)學(xué)生開(kāi)展主題意義探究，在學(xué)習(xí)理解、應(yīng)用實(shí)踐、遷移創(chuàng)新的活動(dòng)中，發(fā)展培養(yǎng)學(xué)生的英語(yǔ)學(xué)科核心素養(yǎng)。

教學(xué)分析

1. 內(nèi)容分析

中學(xué)生普遍使用智能手機(jī)，但多數(shù)人并沒(méi)有意識(shí)到過(guò)度使用手機(jī)會(huì)引發(fā)心理危機(jī)，其危害將對(duì)青少年產(chǎn)生長(zhǎng)遠(yuǎn)影響。教學(xué)文本Have Smartphones Destroyed a Generation？聚焦手機(jī)及青少年心理健康。在“人與自我”的主題語(yǔ)境下，關(guān)注健康的生活方式、積極的生活態(tài)度。通過(guò)課外讀物節(jié)選和短對(duì)話視頻等多模態(tài)語(yǔ)篇，呈現(xiàn)手機(jī)引發(fā)的青少年心理危機(jī)（以下簡(jiǎn)稱危機(jī)）、危機(jī)的具體表現(xiàn)形式和長(zhǎng)遠(yuǎn)危害，以及化解危機(jī)的可能性。其中，短對(duì)話視頻呈現(xiàn)母子對(duì)手機(jī)引發(fā)危機(jī)的探討，主體語(yǔ)篇節(jié)選自課外讀物（見(jiàn)附文）。在這篇長(zhǎng)達(dá)八百余字的議論文中，作者基于調(diào)查問(wèn)卷數(shù)據(jù)和青少年Amy的個(gè)案分析，論證了手機(jī)引發(fā)危機(jī)的具體表現(xiàn)、長(zhǎng)遠(yuǎn)危害以及過(guò)度使用手機(jī)與危機(jī)之間的內(nèi)在關(guān)聯(lián)。

2. 學(xué)情分析

學(xué)生處在高三年級(jí)，已具有概括描述事實(shí)、分析表達(dá)觀點(diǎn)的英語(yǔ)語(yǔ)言能力。學(xué)生在生活中普遍使用手機(jī)，對(duì)手機(jī)引發(fā)的危機(jī)感卻缺乏足夠重視。因此，教師力圖進(jìn)一步發(fā)展學(xué)生用英語(yǔ)闡釋對(duì)語(yǔ)篇的態(tài)度和聯(lián)系語(yǔ)篇內(nèi)容的語(yǔ)言能力，同時(shí)提高學(xué)生合理使用手機(jī)的意識(shí)。

3. 教學(xué)目標(biāo)

通過(guò)本主題學(xué)習(xí)，學(xué)生能夠整合手機(jī)引發(fā)危機(jī)的具體表現(xiàn)和長(zhǎng)遠(yuǎn)危害，分析手機(jī)引發(fā)危機(jī)的內(nèi)在關(guān)聯(lián)，提出預(yù)防或化解危機(jī)的具體措施。

設(shè)計(jì)思路

教師圍繞“智能手機(jī)引發(fā)當(dāng)代青少年心理危機(jī)”的主題，利用三個(gè)課時(shí)引導(dǎo)學(xué)生從發(fā)現(xiàn)問(wèn)題、分析問(wèn)題、解決問(wèn)題三大板塊展開(kāi)主題意義的探究活動(dòng)。在發(fā)現(xiàn)問(wèn)題板塊，學(xué)生基于多模態(tài)語(yǔ)篇中的視頻和主體篇章，探究手機(jī)引發(fā)危機(jī)的具體表現(xiàn)和長(zhǎng)遠(yuǎn)危害。在分析問(wèn)題板塊，學(xué)生深入閱讀篇章，探究手機(jī)引發(fā)危機(jī)的內(nèi)在關(guān)聯(lián)。在解決問(wèn)題板塊，學(xué)生超越篇章，提出化解或預(yù)防危機(jī)的具體措施。在發(fā)現(xiàn)問(wèn)題、分析問(wèn)題、解決問(wèn)題的學(xué)習(xí)活動(dòng)中，教師設(shè)計(jì)引領(lǐng)性問(wèn)題，串聯(lián)主題意義探究環(huán)節(jié)，培養(yǎng)學(xué)生英語(yǔ)學(xué)科核心素養(yǎng)。

教學(xué)過(guò)程

板塊一：發(fā)現(xiàn)問(wèn)題

活動(dòng)1：看圖片討論（見(jiàn)圖1）

問(wèn)題引領(lǐng)：

Is the smartphone locker necessary for students？

學(xué)生活動(dòng)及反饋：學(xué)生組內(nèi)討論，之后從組內(nèi)選擇代表向全班同學(xué)分享觀點(diǎn)。有的學(xué)生認(rèn)為，手機(jī)保管箱沒(méi)有必要，因?yàn)閷W(xué)生有合理使用手機(jī)的自制力。也有的學(xué)生表示，使用手機(jī)對(duì)視力有負(fù)面影響，限制使用手機(jī)有一定道理。

[設(shè)計(jì)意圖] 在新學(xué)期，學(xué)校給各班配備了手機(jī)保管箱，要求學(xué)生在校期間將手機(jī)放置在此。教師從校園規(guī)則出發(fā)，創(chuàng)設(shè)情境，激發(fā)學(xué)生已有的知識(shí)和經(jīng)驗(yàn)，引出探究主題。從學(xué)生的表達(dá)不難看出，學(xué)生使用手機(jī)，但對(duì)其可能引發(fā)的危機(jī)沒(méi)有足夠的認(rèn)識(shí)。活動(dòng)1中的引領(lǐng)性問(wèn)題從感知注意的層面，驅(qū)動(dòng)學(xué)生關(guān)注思考問(wèn)題，引出主題。

活動(dòng)2：觀看對(duì)話視頻回答問(wèn)題

問(wèn)題引領(lǐng)：

Question 1： What are the mother and son talking about in the skit？

Question 2： Do you agree with the mother？

學(xué)生活動(dòng)及反饋：學(xué)生觀看對(duì)話視頻，討論劇中母子談?wù)摰脑掝}。學(xué)生記錄下母親的觀點(diǎn)：使用手機(jī)會(huì)引發(fā)危機(jī)，包括孤獨(dú)、抑郁、自殺傾向和睡眠問(wèn)題。但是他們認(rèn)為這一觀點(diǎn)未免夸張。

[設(shè)計(jì)意圖] 多模態(tài)語(yǔ)篇中的對(duì)話視頻以豐富的動(dòng)作和生動(dòng)的表情呈現(xiàn)主題，為主題意義探究預(yù)熱。學(xué)生獲取梳理視頻中提及的危機(jī)的具體表現(xiàn)形式，概括整合手機(jī)引發(fā)危機(jī)的事實(shí)?；顒?dòng)2提出的第一個(gè)問(wèn)題基于語(yǔ)篇，引領(lǐng)學(xué)生學(xué)習(xí)理解語(yǔ)篇所表達(dá)的主題意義和價(jià)值取向。第二個(gè)問(wèn)題引導(dǎo)學(xué)生分析判斷，表達(dá)觀點(diǎn)。

活動(dòng)3：初讀文本，概括事實(shí)信息

問(wèn)題引領(lǐng)：

Question 1： What negative feelings have you ever experienced？

Question 2： What negative feelings does the generation experience？

[設(shè)計(jì)意圖] 教師在本環(huán)節(jié)設(shè)計(jì)的引領(lǐng)性問(wèn)題“Have smartphones destroyed a generation？”貌似封閉，卻是整個(gè)主題教學(xué)中最具開(kāi)放性和升華性的問(wèn)題。確切地說(shuō)，學(xué)生對(duì)這個(gè)問(wèn)題的回應(yīng)，需要調(diào)動(dòng)整個(gè)主題意義探究過(guò)程中形成的語(yǔ)言知識(shí)和文化知識(shí)。學(xué)生在重讀篇章、完善思維導(dǎo)圖、設(shè)計(jì)問(wèn)題和訪談問(wèn)答的過(guò)程中，聯(lián)系個(gè)人生活，進(jìn)一步實(shí)現(xiàn)語(yǔ)言內(nèi)化，強(qiáng)化結(jié)構(gòu)性知識(shí)，建構(gòu)主題意義。在訪談活動(dòng)中，學(xué)生理解并表達(dá)主題意義，提升了語(yǔ)言能力。在問(wèn)答對(duì)話中體現(xiàn)價(jià)值取向，增強(qiáng)了文化意識(shí)。學(xué)生設(shè)計(jì)的訪談問(wèn)題，從思維上由低到高，層層推進(jìn)，體現(xiàn)出有一定深度的思維水平。在互動(dòng)交流的合作學(xué)習(xí)中，調(diào)動(dòng)學(xué)習(xí)策略，發(fā)展學(xué)習(xí)能力。

活動(dòng)8：給文本中的案例人物寫信

問(wèn)題引領(lǐng)：

Question 1： What are the mental health risks Amy may face？

Question 2： If you write Amy a letter to help her free from the mental health risks， what would you like to write？

Question 3： How do you comment on your peers letter？

學(xué)生活動(dòng)及反饋：學(xué)生重讀篇章，概括整合案例人物Amy遭受危機(jī)的具體表現(xiàn)，給她寫信，解說(shuō)過(guò)度使用手機(jī)引發(fā)的危機(jī)，提出化解危機(jī)的具體措施。

[設(shè)計(jì)意圖] 學(xué)生完成寫作任務(wù)，總結(jié)主題意義探究。寫作前，學(xué)生整合分散信息，生成寫作任務(wù)，討論制定寫作評(píng)標(biāo)，例如信件內(nèi)容要支撐寫作目的，信件語(yǔ)言可借鑒語(yǔ)篇的話語(yǔ)表達(dá)等。學(xué)生給Amy寫信，解釋過(guò)度使用智能手機(jī)的危害，建議她適度使用手機(jī)，提出化解危機(jī)的具體措施，幫助她化解危害或預(yù)防危機(jī)。寫作后，學(xué)生根據(jù)評(píng)價(jià)表（見(jiàn)表）自評(píng)、互評(píng)作文，體現(xiàn)了學(xué)習(xí)的主動(dòng)性。學(xué)生自評(píng)、互評(píng)信件（見(jiàn)圖2），培養(yǎng)了學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究式學(xué)習(xí)的學(xué)習(xí)能力。

活動(dòng)9：分享收獲和反思

問(wèn)題引領(lǐng)：

Could you please summarize and share what you have gained？

學(xué)生活動(dòng)及反饋：本環(huán)節(jié)引領(lǐng)學(xué)生回顧主題意義探究的內(nèi)容，引導(dǎo)學(xué)生反思使用手機(jī)的情況，分享學(xué)習(xí)收獲。一位學(xué)生坦誠(chéng)地說(shuō)：“Actually， I shared the sad feelings mentioned in the text. I feel bored with the endless moments and messages. I will change some settings， and live a happy life.”。

[設(shè)計(jì)意圖] 本環(huán)節(jié)的引領(lǐng)性問(wèn)題引導(dǎo)學(xué)生整理歸納學(xué)習(xí)內(nèi)容，實(shí)踐學(xué)習(xí)策略，發(fā)展學(xué)習(xí)能力。同時(shí)，通過(guò)聯(lián)系自身，反思生活習(xí)慣，學(xué)生將更好地認(rèn)知自我，從而養(yǎng)成健康的生活方式和積極的生活態(tài)度。

小結(jié)

本主題教學(xué)實(shí)踐基于學(xué)生使用手機(jī)的實(shí)際問(wèn)題確立主題意義。圍繞主題意義，教師設(shè)計(jì)緊密相連、由淺入深的引領(lǐng)性問(wèn)題，引導(dǎo)學(xué)生開(kāi)展探究活動(dòng)，以聽(tīng)、說(shuō)、讀、看、寫等形式，深入思考并概括手機(jī)引發(fā)心理危機(jī)的表現(xiàn)，分析二者的內(nèi)在關(guān)聯(lián)，并提出了預(yù)防危機(jī)的措施，從而提高了預(yù)防心理危機(jī)的意識(shí)。引領(lǐng)性問(wèn)題還引導(dǎo)學(xué)生開(kāi)展合作學(xué)習(xí)，例如訪談同伴、總結(jié)分享，幫助學(xué)生在發(fā)展學(xué)習(xí)能力的同時(shí)建立積極健康的生活方式。

在今后的教學(xué)實(shí)踐中，筆者還將繼續(xù)探索如何在其他的主題語(yǔ)境下設(shè)計(jì)出適切的引領(lǐng)性問(wèn)題，引導(dǎo)學(xué)生開(kāi)展英語(yǔ)學(xué)習(xí)活動(dòng)，探究主題意義，落實(shí)并發(fā)展核心素養(yǎng)，體現(xiàn)英語(yǔ)學(xué)科的育人價(jià)值。此外筆者不斷鉆研的問(wèn)題還包括如何在主題探究的過(guò)程中確保學(xué)生的語(yǔ)言內(nèi)化，進(jìn)而實(shí)現(xiàn)整體產(chǎn)出。

參考文獻(xiàn)

梅德明，王薔. 2018. 改什么？如何教？怎樣考？高中英語(yǔ)新課標(biāo)解析[M].北京： 外語(yǔ)教學(xué)與研究出版社.

中華人民共和國(guó)教育部. 2018.普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）[S].北京：人民教育出版社.

趙冉，北京市第二中學(xué)英語(yǔ)教師。劉燕，北京市東城區(qū)教師研修中心高中英語(yǔ)教研員，東城區(qū)英語(yǔ)學(xué)科帶頭人。

附文

Have Smartphones Destroyed a Generation？

Amy， 16 years old， spent most of the summer alone in her room with her phone. She said， “I think we like our phones more than we like actual people.” Young people like Amy belong to a generation shaped by the smartphone and the rise of social media. I call them iGen. Born between 1995 and 2012， they are growing up with smartphones， and have a social media account before they start high school. iGens oldest members were early adolescents when the iPhone was introduced in 2007， and high-school students when the iPad entered the scene in 2010. The arrival of the smartphone has changed their social interactions and their mental health. Its not an exaggeration to describe iGen as being on the brink of the worst mental-health crisis. It can be traced to their phones. The devices weve placed in their hands are making them seriously unhappy. They are on their phone， in their room， alone and distressed.

“Ive seen my friends with their parents—they dont talk to them，” Amy told me. “They just say ‘Ok， whatever while theyre on their phone. They dont pay attention to their family.” Like her peers， Amy is an expert at tuning out her parents so she can focus on her phone to keep up with friends， but nearly all of it was over text. As they spend less time with their friends in person， the number of teens who get together with their friends nearly every day dropped by more than 40 percent from 2000 to 2015； Its not only a matter of fewer kids partying； fewer kids are spending time simply hanging out. The basketball court and the town pool have all been replaced by virtual spaces.

You might expect that teens spend so much time in these new spaces because it makes them happy， but most data suggest that screen activities are linked to unhappiness. The across-year survey designed to be nationally representative asks how happy teens are and how much of their time is spent on non-screen and screen activities. Eighth-graders who spend 10 or more hours a week on social media are 56 percent more likely to say theyre unhappy than those who devote less time to social media. Those who spend an above-average amount of time with their friends in person are 20 percent less likely to say theyre unhappy than those who hang out for a below-average amount of time.

Todays teens may go to fewer parties and spend less time together in person， but when they do congregate（聚集）， they post their hangouts relentlessly on social media. Those not invited to come along are keenly aware of it. Accordingly， the number of teens who feel left out has reached all-time highs. Like the increase in loneliness， the upswing in feeling left out has been swift and significant.

Rates of teen depression and suicide have skyrocketed（飆升） since 2011. Eighth-grade heavy users of social media increase their risk of depression by 27 percent， while those who play sports or do homework cut their risk significantly. Teens who spend three hours a day or more on electronic devices are 35 percent more likely to have a risk for suicide， such as making a suicide plan.

The smartphone is also cutting into sleep. National surveys show that teens who visit social-media sites every day are 19 percent more likely to be sleep-deprived. Children who use smartphones right before bed are more likely to sleep less than they should， more likely to sleep poorly， and more than twice as likely to be sleepy during the day. Smartphones could be causing lack of sleep， which leads to depression， or the phones could be causing depression， which leads to lack of sleep.

Smartphones are likely to affect teens well into adulthood. Among people who suffer depression， at least half become depressed again later in life. Adolescence is a key time for developing social skills； as teens spend less time with their friends faceto-face， they have fewer opportunities to practice them. In the future， we may see more adults who know just the right emoji， but not the right facial expression.

I realize that restricting technology might be an unrealistic demand to impose on a generation so accustomed to being wired at all times. In my conversations with teens， I saw hopeful signs that kids themselves are beginning to link some of their troubles to their ever-present phone. Amy told me that when she spends time with her friends in person， they are looking at their device instead of at her. “What does that feel like？” I asked. “It hurts，” she said. Once she was hanging out with a friend who was texting her boyfriend. “I was trying to talk to her about my family， and she was like， ‘Uh-huh， whatever. So I took her phone out of her hands and threw it at the wall.”