基于課例分析下的英語拓展閱讀策略研討與反思

本節(jié)課是筆者在江蘇省中小學課堂教學改革區(qū)域推進現(xiàn)場會上執(zhí)教的高三英語拓展閱讀課，課堂以“A Lobster Walking into a Party”為載體開展拓展閱讀，立足教育教學規(guī)律和學生成長規(guī)律，落實“立學課堂”在馬塘中學的“靈動實踐”，把“讓學”“伴學”“展學”與“立學課堂”的“限時講授”“合作學習”“踴躍展示”對應(yīng)起來，把培育學生核心素養(yǎng)作為目標導向，充分發(fā)揮現(xiàn)代教育技術(shù)和問題導學、合作學習的效能。

課堂實錄如下：

Step 1 Lead-in

T：Today we will read a story. First let's look at the title. From this title， what information can you get？ Who is the character of the story？

S：（齊）A lobster.

T：Where did the story happen？

S：（齊）At a party.

T：What happened at the party？

S：（齊）A lobster walked into the party.

Step 2 Understanding the story

T：Then why did a lobster walk into the party and how？ Please read Paragraph 3-13 silently and quickly and answer the five questions on your paper. （5 minutes）

T：Question 1： Who was Little Brother？

S1：A young painter， who went to France to pursue his dream bravely.

T：Then why did he go to France？

S2：To surround himself with beauty and inspiration and to be an artist.

T：From this， what kind of person do you think Little Brother was？

S3：Ambitious.

（一個問題后再追加兩個問題幫助學生更好地了解Little Brother具備的品質(zhì)。）

T：Question 2：? How did he pursue his dream？

S4：He lived on the cheap every day， visited museums， travelled to picturesque places， bravely spoke to everyone he met and showed his work to anyone who would like it.

T：Then can you tell me what qualities Little Brother had？

S5：Hardworking， brave， and persistent.

問題3，4，5省略。

Step 3 Analyzing the plot

T：After answering all my questions， you have summarized all the qualities of Little Brother， such as ambitious， hardworking， brave， persistent， enterprising， confident， flexible， humorous and so on. And you must have found that the writer shows Little Brother's feelings by describing his actions. Now please finish the story-line. The upper part is his action and the lower part is his feelings. I can show you an example.

T：Now who'd like to present your work to your classmates？

（學生利用智慧黑板的投影儀展示，并邀請其余同學補充、完善、點評）

Step 4 Exploring the theme

T：You have done a good job. We know someone told the story to the author， and then the author retold the story to us. Why did he want to retell the story？ Read paragraphs 1-2 & 14-18 loudly and answer the following questions： What influence does the story have on the author？ What does the author intend to convey by telling us the story？

T：Who can answer the first question？

S6：The story delighted and inspired the author.

T：Good. What does the author intend to convey by telling us the story？

S7：We can focus on paragraph 17...

T：So what should we do when facing embarrassments， difficulties， challenges or failures？

S8：...

Step 5 Making up a dialogue

T：As students of Senior 3， you may often meet with challenges， difficulties or even failures. Luckily， friends are always there. Now please make up a dialogue with your desk mates， one turning to the other for help. 5 minutes for you to prepare.

（邀請幾組同學展示他們的對話，并請其余同學進行點評。）

Step 6 Reflection

T：Today we have read an inspiring story of Little Brother. We have learnt a lot from him and from our desk mates. Now please write down some sentences to encourage and inspire yourself.

教學反思：登高才能望遠，反思方可精進，為進一步提升自身教學水平，完善課堂教學架構(gòu)，體現(xiàn)學科核心素養(yǎng)培育，現(xiàn)將本堂課教學總結(jié)反思如下。

1.本節(jié)課從設(shè)計思路，課標解讀，實施路徑來看基本遵循了“立學課堂”的基本要求，注重了學生自主學習基礎(chǔ)上的精講，符合語言教學的基本規(guī)律，注重在閱讀基礎(chǔ)上的自我提煉。

2.堅持在語言學科中強調(diào)核心價值觀教育，注意思想政治教育的無痕與有心。重視學科素養(yǎng)的培育，讓學生在合作與展示中提升語言能力，在文本的閱讀與課堂活動的設(shè)計中注重增強文化意識，理解文化內(nèi)涵，在對相關(guān)問題的解決和拓展中、在新的問題的生成中優(yōu)化學生的思維品質(zhì)。

3.課堂上學生通過閱讀、感悟、探究等積極主動的學習方法，充分發(fā)揮了自身的學習潛能，同時較為嫻熟地運用多媒體展示、工具書查詢等拓寬了學習渠道，提升了學習能力。整節(jié)課呈現(xiàn)出良好的教學生態(tài)，學生樂學、思維活躍且具有一定的深度;教師在位而不越位，較好地駕馭了課堂，教學和教育效果基本達成。

4.模式化的教學范式從必然王國走向自由王國之路任重道遠。拓展閱讀范式盡管注意到針對學情的個人訂制教學，但總體來說還是困頓于太多的約束，從教學的開放性，學生的自主性以及活動的創(chuàng)新性上來說，還有許多值得改進的地方。這種困頓由多重因素組成，既有教師的教學心態(tài)問題，也有教學模式的無形約束;既有受制于學生最近發(fā)展區(qū)的材料選擇的難易程度的影響，也有學科素養(yǎng)呈現(xiàn)載體的單一性問題。

5.從更高要求來看，英語拓展閱讀課還要注意材料的選擇要貼近學生生活。閱讀材料作為教學材料，是為學生提供學習語言知識，發(fā)展語言技能、實踐語言知識的重要來源。教師在選擇閱讀材料時要注重情景需求與語言需求、客觀需求與主觀需求、語言內(nèi)容與學習過程的統(tǒng)一。

6.活動的設(shè)計還可以更多地指向?qū)W科核心素養(yǎng)的培育，從而使學生在閱讀過程中，通過學習理解、應(yīng)用實踐、遷移創(chuàng)新等一系列融語言、文化、思維為一體的活動來理解語篇意義、表達個人觀點、分享情感體驗、提升多元思維，進而提高英語學習能力與運用能力。

參考文獻：

[1]程曉堂，孫曉慧.英語教材分析與設(shè)計[M].外語教學與研究出版社，2011.

[2]教育部.普通高中英語課程標準（2017年版）[M].人民教育出版社，2018.

[3]梅德明，王薔.普通高中英語課程標準（2017年版）解讀[J].高等教育出版社，2018.

[4]蘇克銀.高中英語主題閱讀教學：探索與思考[J].中小學英語教學與研究，2019，1.

【作者簡介】周曉紅，如東縣馬塘中學。