Unit 2 Project Magic needles：Chinese acupuncture教學(xué)設(shè)計(jì)

李文潔

教學(xué)對(duì)象：高二學(xué)生

指導(dǎo)老師：曹文娟（江蘇省南京市金陵中學(xué)備課組長(zhǎng)）

一、教學(xué)分析

（一）教學(xué)內(nèi)容

牛津版高中《英語》Module 7 Unit 2 Project部分的 Magic needles：Chinese acupuncture是一篇說明文，講述了“針灸”的起源和發(fā)展歷史（origin and development）、臨床應(yīng)用及效果（clinical application and effects）、理論依據(jù)（theories），以及國(guó)際醫(yī)學(xué)界對(duì)針灸的看法（international views）。文章的結(jié)構(gòu)性強(qiáng)，適用于引導(dǎo)學(xué)生有意識(shí)地關(guān)注文本結(jié)構(gòu)。文中雖然提供了一些中醫(yī)的文化信息，但是不全面，因此有必要作適當(dāng)?shù)奶釤捄脱a(bǔ)充，以期學(xué)生對(duì)中醫(yī)及其文化的認(rèn)知更完整。

（二）學(xué)情

時(shí)值新冠肺炎疫情防控期間，關(guān)于中醫(yī)藥的新聞和見解每每見諸網(wǎng)絡(luò)，加之成長(zhǎng)于認(rèn)可中醫(yī)的社會(huì)中，學(xué)生對(duì)“中醫(yī)”“針灸”等話題比較熟悉。一方面，學(xué)生得益于發(fā)達(dá)的科技和多元化的媒體信息，可以多渠道地獲取課本內(nèi)外的知識(shí)；另一方面，囿于時(shí)間和認(rèn)知水平，“信息轟炸”可能對(duì)學(xué)生造成困擾，不利于其批判性思考。

（三）教學(xué)目標(biāo)

通過本課的學(xué)習(xí)，學(xué)生能夠：

1.理清文章結(jié)構(gòu)，分析篇章和段落的主題。

2.基于文本提煉信息內(nèi)容和表達(dá)句式，使用歸納性語言簡(jiǎn)介“針灸”。

3.學(xué)會(huì)查閱并篩選有信度的資料，培養(yǎng)思維品質(zhì)。

4.對(duì)“中醫(yī)”這一話題形成較客觀的觀點(diǎn)，激發(fā)對(duì)中醫(yī)及其背后的我國(guó)傳統(tǒng)文化的興趣，形成文化自信。

（四）教學(xué)重難點(diǎn)

1.培養(yǎng)學(xué)生的閱讀策略，提高其迅速把握篇章結(jié)構(gòu)和提煉信息的能力。

2.遷移閱讀文本，激發(fā)學(xué)生聯(lián)系當(dāng)下實(shí)際，發(fā)展其批判性思維，使其形成理解、包容的文化意識(shí)。

二、教學(xué)設(shè)計(jì)

（一）總體思路

雖然文本對(duì)針灸發(fā)展史的講述較為翔實(shí)，對(duì)“針灸”的科學(xué)理論闡述客觀、清晰，但是主要從西醫(yī)視角出發(fā)，沒有突出“陰陽”“真氣”等中醫(yī)中最核心的理論支持，使文本最后一部分——國(guó)際認(rèn)可，顯得突兀。因此，教師選取相關(guān)文本、音頻及新聞素材對(duì)本課進(jìn)行補(bǔ)充，并充分利用在線互動(dòng)靈活、便捷的優(yōu)勢(shì)，將教學(xué)活動(dòng)分為讀和寫（在線文字輸入及課后寫作）兩大模塊，主要步驟如下：

（二）教學(xué)過程

Step 1：Read to get information

文本著重介紹“針灸”的歷史和發(fā)展及其理論支持。首先，通過問題和思維導(dǎo)圖引導(dǎo)學(xué)生進(jìn)行泛讀和精讀，使其高效地掌握文本信息。

Read Paragraph 1 quickly and find out the answer：

Q：What is acupuncture?

Acupuncture is the use of______to treat health problems.（needles）

Read Paragraph 5—6 and find out the answers to the following questions：

Q1：What problems can be treated by acupuncture?

Q2：How can acupuncture reduce/relieve pain?

【設(shè)計(jì)說明】通過快速閱讀將文本的重點(diǎn)話題提煉出來，培養(yǎng)學(xué)生快速提取信息的能力，為下一步提煉文章結(jié)構(gòu)要點(diǎn)作好內(nèi)容準(zhǔn)備。

Complete the mind map（見下圖）on acupuncture according to the article.

【設(shè)計(jì)說明】通過制作思維導(dǎo)圖，將說明文以圖的形式呈現(xiàn)在學(xué)生面前，啟發(fā)其思考文章的寫作邏輯，培養(yǎng)其提取要點(diǎn)、歸納要點(diǎn)、整合信息的能力。

Step 2：Read for understanding

（1）Refer to the passage and translate the following medical terms about acupuncture into English.

（穴位acupuncture point；中醫(yī)traditional Chinese medicine；針灸醫(yī)師 acupuncturist；望聞問切 ask...，look at...，listen to...，check...；經(jīng)絡(luò) energy channels）

【設(shè)計(jì)說明】本環(huán)節(jié)旨在引導(dǎo)學(xué)生發(fā)現(xiàn)并理解文本中關(guān)于中醫(yī)的關(guān)鍵詞匯的文化內(nèi)涵，實(shí)現(xiàn)語言的內(nèi)化，為用英語介紹中華優(yōu)秀傳統(tǒng)文化打好基礎(chǔ)，并為后續(xù)討論作好鋪墊。

（2）Supplementary Reading：basic theories of TCM：Qi（氣）

According to traditional Chinese medicine theory，Qi enables life to exist within us，without which people will die.Acupuncture is based on the idea of Qi，which is an energy running through the body in special channels.Health is the result of a harmonious balance of energy inside the body，while illness is the consequence of an imbalance.Inserting needles into these points with appropriate combinations is said to bring the energy flow back into proper balance.

Q1：What is“Qi”in English?（Energy.）

Q2：What does“Qi”give us?（Life.）

Q3：Why do people get sick according to the theory?（Imbalance of“Qi”.If“Qi”doesn’t flow smoothly，or not in the right course，people will get sick.）

【設(shè)計(jì)說明】補(bǔ)充材料介紹中醫(yī)乃至中醫(yī)文化中“氣”這一概念。此環(huán)節(jié)引導(dǎo)學(xué)生從中華文化的視角理解“針灸”“真氣”，加深其對(duì)中華文化的認(rèn)同感，并為后續(xù)的討論搭好“腳手架”，讓其學(xué)會(huì)用所學(xué)英語闡釋中華文化元素。設(shè)計(jì)的三個(gè)問題的難度逐一推進(jìn)，Q1與Q2旨在梳理信息，提高學(xué)生的語言理解能力和表達(dá)能力，同時(shí)引導(dǎo)其獲取“氣”的文化內(nèi)涵，比較文化異同；Q3考查學(xué)生的信息提煉能力、概括能力，并輸入中醫(yī)對(duì)“生病”的解讀這一背景知識(shí)，引導(dǎo)其跳出“西醫(yī)”的思維體系看待中醫(yī)文化，進(jìn)而幫助其對(duì)文本中“針灸”的理解更立體、有邏輯。

Step 3：Transfer-practice

Present two survey questions and invite students into discussion.

Have you or your family ever tried acupuncture before?

A.Yes.It worked well.

B.Yes.It worked，but didn’t meet the expectation.

C.Yes.It did nothing at all.

D.No.

Have you tried or heard of other traditional Chinese treatments?

在學(xué)生參與話題討論時(shí)，教師呈現(xiàn)相關(guān)圖片。

【課堂實(shí)錄片段】

T：Have a close look at our life.Traditional Chinese medicine，including acupuncture is actually a commonplace.Have you tried or heard of other traditional Chinese treatments?

S1：I take Ban Lan Gen when I catch a cold.

S2：My mom will offer chicken soup whenever she thinks I need energy.

S3：火罐（Cupping）.

S4：I’ve tried 艾灸（moxibustion），and it feels great.

S5：My aunt once had a headache and she tried acupuncture.She said it was effective and not painful.

S6：My mom tells me not to eat too many peaches，because it’s“cold”.By“cold”she doesn’t mean the temperature，but the...

T：涼性?The nature of the food?

S6：Yes.（Other students followed too.）

T：I see you understand what“涼”means in traditional Chinese medicine.Isn’t it interesting?Do you follow your mom’s suggestion?

S6：Yes.I once had it too much and had a diarrhea.

T：So you think it makes sense.

T：The traditional Chinese medicines is so deep into our life and our culture that we sometimes don’t even realize it.It is part of us Chinese.We sometimes turn to Chinese treatment and benefit from it.

【設(shè)計(jì)說明】中醫(yī)理念深入中國(guó)人的日常生活。利用在線網(wǎng)課平臺(tái)互動(dòng)及時(shí)、高效的特點(diǎn)，充分調(diào)動(dòng)學(xué)生的參與積極性，鼓勵(lì)其聯(lián)系實(shí)際，充分聯(lián)想中醫(yī)對(duì)自己的影響，互相分享對(duì)中醫(yī)的了解和認(rèn)知，感悟中醫(yī)對(duì)社會(huì)的積極影響，樹立文化自信。

Step 4：Discussion—My understanding of TCM

（1）Present the students with two pieces of updated news about Chinese medicine in the coronavirus outbreak.

Excerpt：Renowned Chinese respiratory specialist Zhong Nanshan on Tuesday highlighted the studies on traditional Chinese medicines in the fight against novel coronavirus disease（COVID-19）.

（2）Listen to the news about“Traditional Chinese Medicine used in treating COVID-19”and complete the gap-filling.

教師選取了一段China Global Television Network（CGTN）的有關(guān)視頻報(bào)道，請(qǐng)學(xué)生完成填空并獲取信息。原文如下：

Health officials say they are using both traditional Chinese and western medicines to treat patients infected by the coronavirus.Local health officials also said traditional Chinese medicine can prevent the disease from getting worse，boost the immune system and alleviate（減緩）symptoms like coughing，chest congestion，and improve lung function.

Q：According to this news，what can Chinese medicine do in treating novel coronavirus?（Prevent the disease from getting worse./Boost the immune system and alleviate symptoms like coughing，chest congestion，and improve lung function.）

【設(shè)計(jì)說明】充分利用網(wǎng)絡(luò)資源，對(duì)外部信息進(jìn)行主動(dòng)選擇、加工和處理，在豐富教學(xué)情景的同時(shí)，啟發(fā)學(xué)生對(duì)原始資料進(jìn)行整理與分析，為其批判性思維的培養(yǎng)搭建平臺(tái)，并為其今后自主收集、分析信息打下基礎(chǔ)。

（3）Play a TED Talk on The Wonder of Chinese Medicine.

【設(shè)計(jì)說明】視頻直觀地展現(xiàn)了一位外國(guó)中醫(yī)從業(yè)者對(duì)中醫(yī)的思考，也是從普通人的視角認(rèn)識(shí)中醫(yī)、看待中醫(yī)。視頻穿插了本課的重點(diǎn)詞匯，語言符合學(xué)生的認(rèn)知水平和學(xué)習(xí)能力，內(nèi)容呼應(yīng)了文本信息，有真實(shí)案例和科學(xué)闡述，進(jìn)一步加深了學(xué)生對(duì)中醫(yī)的認(rèn)知。因此，該視頻既是文本的可視化輸入，又為學(xué)生后續(xù)的討論提供了可模仿的樣本和翔實(shí)的素材。

（4）Encourage the students to express their idea towards“traditional Chinese medicine”.

Q：What is your understanding of TCM?

【課堂實(shí)錄片段】

T：There are always debates on TCM.Some advocate it for its effectiveness，but some hold doubts on its safety or scientific explanation.And I’d like to listen to you.

S1：TCM seems a magic to me.I take some Chinese medicines too when I have a cold.And it takes effect.

S2：I notice that people have been making up jokes about“雙黃連”recently，which turned out to be a rumor.So I think we should be cautious and listen to experts.

S3：There are reports proving TCM effective in treating some symptoms.

...

T：You are giving an opinion based on your personal experience.That’s a convincing example.

S4：I’ve read an article about TCM.Throughout Chinese history，TCM always works in treating epidemics like flu and plagues，even when the disease was quite severe across the world.There are records about it.

...

T：Sounds reasonable.And historical documents are reliable sources to support a statement.So according to the article，TCM has made contributions.

S5：I’d rather believe TCM could be taken as a complementary medicine.It is actually the western medicine that cures the disease and TCM could improve the patients’health condition.

S6：I have doubt about it because there is no convincing evidence to support its theory.

...

T：You have raised an important question.So do you think we need further study before coming to a conclusion?

S7：I think scientists are working on it.

S8：There are researches and there are ancient medical books about it.I think the real TCM is great but the problem is that there are more fake ones.So people cannot always have access to the good TCM experts.So more people just turn to western medicine.

T：So in your opinion TCM works but we should make efforts to develop it.

S9：Yes.

...

教師適時(shí)評(píng)價(jià)、總結(jié)學(xué)生的觀點(diǎn)，并在屏幕上列出關(guān)鍵詞以啟發(fā)更多學(xué)生思考、發(fā)言。

【設(shè)計(jì)說明】觀看視頻后的討論是開放性的。教師鼓勵(lì)學(xué)生基于對(duì)課文的解讀和思考，表達(dá)和建構(gòu)對(duì)中醫(yī)的認(rèn)知。本環(huán)節(jié)是對(duì)本節(jié)課的總結(jié)與升華，將課內(nèi)所學(xué)延伸至課外。學(xué)生通過觀點(diǎn)的碰撞，由被動(dòng)接受信息刺激轉(zhuǎn)變?yōu)橹鲃?dòng)加工信息，形成自己的觀點(diǎn)，增強(qiáng)了思維的邏輯性和創(chuàng)新性；通過在線語音或打字的方式參與合作學(xué)習(xí)，抓住機(jī)會(huì)表達(dá)觀點(diǎn)。

（5）After-class work.

In the end of the class，the teacher shares with students a part of Tu Youyou’s Nobel Prize speech in 2015，in which she presented her understanding and expectations about TCM.

“Chinese medicine and pharmacology are a great treasure-house，which should be explored and raised to a higher level.Since‘tasting hundred herbs by Shen Nong’，China has accumulated wealthy experience in clinical practice，integrated and summarized medical application of most nature resource over the last thousands of years through Chinese medicine.Adopting，exploring，developing and advancing these practices would allow us to discover more novel medicines beneficial to the world healthcare.”

——Tu You you（The Nobel Prize in Physiology or Medicine 2015）

Ask students to search for more information and write an essay about their own understanding of traditional Chinese medicine.

（The teacher has recommended some scientific articles and reliable websites.）

【設(shè)計(jì)說明】以屠呦呦的獲獎(jiǎng)感言為本節(jié)課的結(jié)語，引領(lǐng)學(xué)生加深對(duì)我國(guó)文化的理解和熱愛。課后作業(yè)是課堂教學(xué)的延伸。針對(duì)本堂課的課后作業(yè)，既引導(dǎo)學(xué)生繼續(xù)應(yīng)用所學(xué)語言，又鼓勵(lì)其進(jìn)一步豐富、拓展關(guān)于“中醫(yī)”的語言、認(rèn)知和辯證思維。

三、教學(xué)反思

（一）目標(biāo)預(yù)設(shè)與生成

課堂是一個(gè)充滿活力的生命整體。教師在預(yù)設(shè)課堂時(shí)需要明確教學(xué)任務(wù)，使課堂高效，達(dá)成目標(biāo)。再精心的預(yù)設(shè)也無法預(yù)演課堂的全部細(xì)節(jié)，這就需要教師靈活應(yīng)對(duì)。本節(jié)課成功很大程度上取決于學(xué)生的話題知識(shí)儲(chǔ)備和認(rèn)知水平。教師原計(jì)劃在Step 1結(jié)束時(shí)鼓勵(lì)學(xué)生根據(jù)文本完成對(duì)acupuncture的簡(jiǎn)介（a brief introduction），但從網(wǎng)課平臺(tái)參與對(duì)話的人數(shù)看，學(xué)生有畏難情緒，于是果斷降低難度，改為根據(jù)思維導(dǎo)圖復(fù)述關(guān)鍵詞塊。學(xué)生對(duì)Step 3和Step 4表達(dá)出很高的參與熱情，也貢獻(xiàn)了很多預(yù)設(shè)之外的驚喜。因此在實(shí)際教學(xué)中，教師要多考慮學(xué)生對(duì)課堂的期待，思考預(yù)設(shè)與生成的關(guān)系，對(duì)低效的“生成”，采取靈活的措施，使他們回歸課堂學(xué)習(xí)的興奮狀態(tài)，對(duì)積極、有效的“生成”，開放接納，抓住時(shí)機(jī)利用一切精彩的課堂資源。

（二）主題解讀與剖析

高中生正處于世界觀、價(jià)值觀確立的關(guān)鍵時(shí)期。在信息質(zhì)量良莠不齊的社會(huì)環(huán)境中，教師應(yīng)引導(dǎo)學(xué)生采用客觀和辯證的態(tài)度分析問題。在準(zhǔn)備這節(jié)課時(shí)，正值新冠肺炎疫情防控的艱難時(shí)期，國(guó)內(nèi)對(duì)“中醫(yī)是否有效”的言論此起彼伏，國(guó)際社會(huì)對(duì)其的認(rèn)知更是有限，教師不禁思考：學(xué)生對(duì)中醫(yī)的認(rèn)知和態(tài)度是否清晰？教師是否有必要、有能力引導(dǎo)學(xué)生展開自主、理性的思考？教師查閱了大量資料后認(rèn)為，如今民眾對(duì)中醫(yī)的爭(zhēng)論一方面是源自中西方不同醫(yī)療體系、醫(yī)療理念的碰撞；另一方面受制于網(wǎng)絡(luò)上真假難辨的信息。教師可以選取信度高的信息來源，由淺入深地展開教學(xué)與討論，幫助學(xué)生形成良好的信息甄別意識(shí)，引導(dǎo)他們理性、科學(xué)地表達(dá)觀點(diǎn)。例如，雖然本節(jié)課并不能形成結(jié)論性的觀點(diǎn)，但是通過思想的碰撞，學(xué)生學(xué)會(huì)了“statement＋evidence”的觀點(diǎn)表達(dá)模式，提升了思辨能力。

（三）信息的取舍與整合

根據(jù)教學(xué)目標(biāo)和重難點(diǎn)分析，教師認(rèn)真、透徹地做好文本解讀工作，結(jié)合學(xué)生的興趣和知識(shí)儲(chǔ)備，弱化了文本中第二段關(guān)于“針灸的發(fā)展進(jìn)程”（development of acupuncture）的處理，補(bǔ)充了中醫(yī)重要的一條理論支撐——?dú)猓≦i），并與時(shí)俱進(jìn)地選取熱點(diǎn)語料，從而順利推進(jìn)并高效達(dá)成了教學(xué)目標(biāo)任務(wù)。