蔡瑞瓊
摘? ? 要:批判性思維包括批判性思維技能和批判性思維傾向,是學(xué)生思維由低階向高階發(fā)展的原動(dòng)力。在指向批判性思維培養(yǎng)的英語(yǔ)閱讀教學(xué)中,不同的思維可視化策略可運(yùn)用于不同的環(huán)節(jié):在讀前導(dǎo)入環(huán)節(jié),借助“See -Think - Wonder”培養(yǎng)學(xué)生的推理和解讀技能;在讀中理解環(huán)節(jié),借助“Connect - Extend - Challenge”培養(yǎng)學(xué)生的解讀和評(píng)價(jià)技能;在讀后討論環(huán)節(jié),借助“Circle of Viewpoints”培養(yǎng)學(xué)生的開放思想和認(rèn)知成熟度。
關(guān)鍵詞:英語(yǔ)閱讀教學(xué);可視化思維策略;批判性思維
思維品質(zhì)指思維在邏輯性、批判性、創(chuàng)新性等方面所表現(xiàn)的能力和水平[1],體現(xiàn)英語(yǔ)學(xué)科核心素養(yǎng)的心智特征。其中,批判性思維包括批判性思維技能和批判性思維傾向,是學(xué)生思維由低階向高階發(fā)展的原動(dòng)力。批判性思維技能包括解讀(interpretation)、分析(analysis)、評(píng)價(jià)(evaluation)、推理(inference)、解釋(explanation)和自我調(diào)節(jié)(self-regulation)六項(xiàng)認(rèn)知技能[2]。批判性思維傾向則包括尋找真理、開放思想、分析能力、系統(tǒng)化能力、自信心、探究能力、認(rèn)知成熟度[3]。批判性閱讀是培養(yǎng)批判性思維的重要途徑[4]。然而,目前的初中英語(yǔ)閱讀教學(xué)往往集中在語(yǔ)言知識(shí)和語(yǔ)言技能層面,忽視了學(xué)生批判性思維的培養(yǎng)[5]。
可視化思維策略是指運(yùn)用具體的思維工具來(lái)體現(xiàn)學(xué)生思維方式的一種可視化策略,可以幫助學(xué)生實(shí)現(xiàn)更深層次的理解,提升學(xué)生的思維品質(zhì)[6]。哈佛大學(xué)Project Zero(零點(diǎn)計(jì)劃)提出的“Circle of Viewpoints”“Claim - Support - Question”“Compass Points”“Connect-Extend-Challenge”“I Used to Think ... Now I Think”“See - Think-Wonder”“Think-Pair-Share”“Think-Puzzle-Explore”“What Makes You Say That?”等可視化思維策略的核心理念在于思維模式是可教授的,這為思維教學(xué)提供了有效的工具。本文基于校本拓展教材《劍橋新思維英語(yǔ)青少版學(xué)生用書》(外語(yǔ)教學(xué)與研究出版社),探討“See - Think - Wonder”“Connect-Extend-Challenge”和“Circle of Viewpoints”三種可視化思維策略分別運(yùn)用于英語(yǔ)閱讀教學(xué)的讀前導(dǎo)入、讀中理解以及讀后討論三個(gè)環(huán)節(jié)中對(duì)培養(yǎng)學(xué)生批判性思維能力的作用。
一、在讀前導(dǎo)入環(huán)節(jié),借助“See - Think-Wonder”培養(yǎng)學(xué)生的推理和解讀技能
在讀前導(dǎo)入環(huán)節(jié),可視化思維策略“See -Think - Wonder”可以幫助學(xué)生對(duì)文章內(nèi)容進(jìn)行預(yù)測(cè),培養(yǎng)學(xué)生的推理和解讀技能[7]?!癝ee”引導(dǎo)學(xué)生仔細(xì)觀察圖片并進(jìn)行描述;“Think”引導(dǎo)學(xué)生在圖片與已有認(rèn)知間建立聯(lián)系,進(jìn)而推斷出圖片的寓意;“Wonder”鼓勵(lì)學(xué)生在“See”和“Think”的基礎(chǔ)上對(duì)文本內(nèi)容進(jìn)行推理,激發(fā)學(xué)生的閱讀興趣。下面以第八單元“Spend the vacation of a lifetime — in a cave!”為例進(jìn)行闡述。
首先,教師以“See”為起點(diǎn),引導(dǎo)學(xué)生觀察并描述圖片?!癝pend the vacation of a lifetime — in a cave!”講述的是西班牙旅游城市瓜迪克斯的洞穴酒店,且附有一幅組合插圖(如圖1所示)。在讀前導(dǎo)入環(huán)節(jié),教師借助圖1,提出問(wèn)題“What do you see from the picture? ”,引導(dǎo)學(xué)生對(duì)圖片進(jìn)行描述。
【教學(xué)片段1】
T:What do you see from the picture?
S1:I see mountains, trees, plants, windows, doors and a ladder.
T: Anything else?
S2: (I see) houses.
T: Where are the houses?
S2: In the mountains.
T: So they are more like caves which have the functions of houses.
在“See”這一起點(diǎn)環(huán)節(jié),教師應(yīng)引導(dǎo)學(xué)生觀察圖片,并盡可能全面地描述觀察到的內(nèi)容,但無(wú)需解釋圖片信息間的內(nèi)在聯(lián)系。由教學(xué)片段1可知:S1從直觀上羅列出圖1的事物;S2則從整體視角對(duì)圖1進(jìn)行了描述,并提出“houses”。此時(shí),教師通過(guò)問(wèn)題“Where are the houses?”,引出文章主題“cave”。如果學(xué)生觀察不全面,教師則可通過(guò)“Anything else?”進(jìn)行追問(wèn)。
其次,教師以“Think”為支點(diǎn),引導(dǎo)學(xué)生辨析內(nèi)在聯(lián)系。在鋪墊必要的圖片信息之后,教師提出問(wèn)題“Who / What ... do you think ...? ”,即以“Think”為支點(diǎn),引導(dǎo)學(xué)生在圖片與已有認(rèn)知間建立聯(lián)系。
【教學(xué)片段2】
T:What facilities do you think does the cave have? And why?
S1: I think it has water and electricity, which are necessary to our daily life.
S2: I think there is also Wi-Fi connection in the cave. If not, probably no one likes to live there.
S3: I don’t think there will be Wi-Fi connection in the deep mountain. It’s good to stay close to nature instead of phones.
T: Both S2 and S3 mentioned “Wi-Fi connection”, we can also call it broadband connection. It doesn’t matter that you have different understandings about whether there is broadband connection in the cave.
在教學(xué)片段2中,學(xué)生基于已有認(rèn)知對(duì)洞穴的設(shè)施展開討論。在此基礎(chǔ)上,教師提出問(wèn)題“Who do you think will live in the cave? And why?”,引導(dǎo)學(xué)生展開進(jìn)一步的思考。這不僅有助于培養(yǎng)學(xué)生的推理、分析等批判性思維技能,而且也可以為后續(xù)的文本閱讀作鋪墊。在這一過(guò)程中,教師引導(dǎo)學(xué)生進(jìn)行“Think - Pair -Share”,即獨(dú)立思考、與同伴交流以及成果分享。部分學(xué)生的成果分享如下:
S1:It can be so expensive to live in this special cave, and I think only rich people can afford it.
S2: I think only poor people who can’t afford houses in the city or suburb will live in this special cave.
再次,教師以“Wonder”為切點(diǎn),引導(dǎo)學(xué)生對(duì)文章內(nèi)容進(jìn)行推測(cè)。在“See”和“Think”環(huán)節(jié),學(xué)生已經(jīng)對(duì)“cave”有了一定的了解。因此,教師在“Wonder”環(huán)節(jié)創(chuàng)設(shè)Post - it活動(dòng),引導(dǎo)學(xué)生運(yùn)用句式“I want to know ...”來(lái)對(duì)文章內(nèi)容進(jìn)行推測(cè)。學(xué)生基于各自的興趣點(diǎn)積極發(fā)言,部分發(fā)言如下:
S1: I want to know where to find these caves.
S2: I want to know what the caves are used for.
S3: I want to know what facilities the caves really have.
S4: I want to know when the caves were built. Do they have a long history?
借助可視化思維策略“See - Think - Wonder”,教師可以引導(dǎo)學(xué)生觀察文本插圖,培養(yǎng)學(xué)生解讀圖片以及推測(cè)文章內(nèi)容的能力,激發(fā)學(xué)生的閱讀期待。
二、在讀中理解環(huán)節(jié),借助“Connect - Extend - Challenge”培養(yǎng)學(xué)生的解讀和評(píng)價(jià)技能
在讀中理解環(huán)節(jié),可視化思維策略“Connect - Extend - Challenge”可以幫助學(xué)生將已有認(rèn)知與文本信息聯(lián)系起來(lái),進(jìn)而在充分解讀文本信息的基礎(chǔ)上對(duì)其進(jìn)行評(píng)價(jià)?!癈onnect”引導(dǎo)學(xué)生在解讀文本信息的基礎(chǔ)上,運(yùn)用已有知識(shí)進(jìn)行思維加工;“Extend”旨在拓寬學(xué)生思維的廣度和深度;“Challenge”引導(dǎo)學(xué)生對(duì)文本信息進(jìn)行評(píng)價(jià)。下面以第九單元“Your brain is like a muscle — use it or lose it!”為例進(jìn)行闡述。該語(yǔ)篇講述的是如何提升記憶力。語(yǔ)篇的前半部分講述提高記憶力的方法,后半部分則闡述如何利用編寫故事來(lái)提升記憶力。該語(yǔ)篇結(jié)構(gòu)清晰,生詞較少,適合學(xué)生進(jìn)行自主閱讀。
首先,教師引導(dǎo)學(xué)生以三人為一組,借助“Connect - Extend - Challenge”任務(wù)單(如表1所示)進(jìn)行自主閱讀,以促使學(xué)生將已有知識(shí)與語(yǔ)篇信息聯(lián)系起來(lái)。
然后,教師提供語(yǔ)言支架“I used to know / think that … (Connect), but after reading the passage I know that … (Extend). However, I want to challenge the idea because … (Challenge)”,引導(dǎo)學(xué)生對(duì)文本內(nèi)容進(jìn)行解讀和評(píng)價(jià)。下面是兩位學(xué)生的思維路徑:
S1: I used to think that it was a waste of time to remember a list of vocabulary by making a picture story (Connect), but after reading the passage I know that our brain works a lot in picture stories (Extend). However, I want to challenge the idea because my classmates and I usually find it more difficult to make a picture story than to remember vocabulary (Challenge).
S2: I used to think it was good to remember as many words as possible at one go (Connect), but after reading the passage I know that it’s not good to over-train our brain, so we should stop when we’ve remembered a list of vocabulary (Extend). However, I want to challenge the idea because human brains can be so different that it’s hard to define “over-train” (Challenge).
兩位學(xué)生分別基于自身經(jīng)歷,辯證分析語(yǔ)篇所闡述的記憶方法的有效性。
接著,教師引導(dǎo)其余學(xué)生對(duì)上述兩位學(xué)生的辨析進(jìn)行評(píng)價(jià),部分學(xué)生的觀點(diǎn)闡述如下:
S3:Although it may take more time to make a picture story before remembering the vocabulary, you can find that your memory can last much longer by making picture stories.(評(píng)價(jià)S1)
S4:I think what the passage really means is that if you find that you are tired when you remember a list of vocabulary, then just stop. Take a break for about 20 minutes, and your brain will work well again. You don’t have to challenge the reasoning because of the word “over-train”. (評(píng)價(jià)S2)
借助可視化思維策略“Connect - Extend-Challenge”,教師可以引導(dǎo)學(xué)生將已有知識(shí)與文本信息聯(lián)系起來(lái),并對(duì)文本信息展開思考和評(píng)價(jià)。這有助于培養(yǎng)學(xué)生的解讀和評(píng)價(jià)技能。
三、在讀后討論環(huán)節(jié),借助“Circle of Viewpoints”培養(yǎng)學(xué)生的開放思想和認(rèn)知成熟度
批判性思維傾向包括靈活而開放、愿意自我糾正的策略,意識(shí)到在現(xiàn)實(shí)面前要作出妥協(xié)的準(zhǔn)備[8]??梢暬季S策略“Circle of Viewpoints”運(yùn)用頭腦風(fēng)暴的方式展開討論,有助于培養(yǎng)學(xué)生的開放思想和認(rèn)知成熟度。下面以第三單元“Bicycle Revolution?”為例進(jìn)行闡述。
“Bicycle Revolution?”講述的是巴黎市政府為了改善交通和環(huán)境問(wèn)題,推出共享單車項(xiàng)目的事件。在讀后討論環(huán)節(jié),教師提出問(wèn)題“To what extend can the bicycle program benefit the city?”,引導(dǎo)學(xué)生對(duì)共享單車項(xiàng)目進(jìn)行頭腦風(fēng)暴。部分學(xué)生的觀點(diǎn)展示如下:
S1:The bicycle program is very helpful especially when there are lots of traffic jams.We can take a bicycle, use it for as long as we want.(益處)
S2: You know, travelling by bicycle can reduce air pollution in the atmosphere.(益處)
S3: I notice that people sometimes park bicycles in a disorganized way, and some shared bikes are even thrown into rivers. It looks annoying.(弊端)
S4: Even though there’s a notice on each shared bike that kids below 12 are not allowed to ride bikes. What if they ride them on the side street? It can be very risky.(弊端)
學(xué)生從交通、環(huán)境、市貌、安全等角度對(duì)共享單車項(xiàng)目進(jìn)行頭腦風(fēng)暴??梢暬季S策略“Circle of Viewpoints”的核心在于引導(dǎo)學(xué)生從多角度看待問(wèn)題。由于不同學(xué)生的成長(zhǎng)背景、生活環(huán)境、個(gè)人經(jīng)歷不同,他們對(duì)同一事物的認(rèn)知會(huì)有所不同?;诖?,針對(duì)上述兩個(gè)問(wèn)題,教師提供語(yǔ)言支架“I’m thinking of the bicycle program from the point of view of ... (不同的角色立場(chǎng)). I think ... (觀點(diǎn))because ... (闡述理由)”,引導(dǎo)學(xué)生四人一組(分別扮演市長(zhǎng)、市民、共享單車運(yùn)營(yíng)商、某自行車生產(chǎn)商)展開討論,形成一致的觀點(diǎn)并闡述理由。部分小組的觀點(diǎn)如下:
S1:I’m thinking of the bicycle program from the point of view of the mayor of Hangzhou. I think the bicycle program brings more advantages than disadvantages to our city because biking is great for the environment. It cuts down the emission of exhaust fumes, and the global warming problem will not be more and more serious. Also, the traffic problem can be relieved, because some people may ride bikes for short journeys.
S2:I’m thinking of the bicycle program from the point of view of the Hangzhou citizen. I think the bicycle program brings both advantages and disadvantages. On one hand, the shared bicycles are convenient for us. You can take a bicycle, use it for as long as you want, and then leave it at any bicycle station. On the other hand, some shared bicycles are placed randomly on sidewalks, and it sometimes causes inconvenience to the pedestrians.
可視化思維策略“Circle of Viewpoints”的使用可以使學(xué)生養(yǎng)成以開放的思想分析問(wèn)題、形成觀點(diǎn)和策略以及進(jìn)行自我糾正的能力,提高學(xué)生的認(rèn)知成熟度。此外,教師應(yīng)鼓勵(lì)學(xué)生在討論和匯報(bào)時(shí)運(yùn)用文本中的目標(biāo)詞匯,如traffic jams、as long as、 exhaust fumes、short journey、atmosphere等,以使學(xué)生遷移運(yùn)用所學(xué)知識(shí)。
總之,“See - Think - Wonder”“Connect -Extend - Challenge”和“Circle of Viewpoints”等可視化思維策略不僅可以呈現(xiàn)學(xué)生思考的過(guò)程與路徑,而且也有助于培養(yǎng)學(xué)生的推理、解讀、評(píng)價(jià)等批判性思維技能,以及開放思想、認(rèn)知成熟度等批判性思維傾向。初中英語(yǔ)閱讀教學(xué)是培養(yǎng)學(xué)生批判性思維能力的重要渠道,教師應(yīng)探究不同可視化思維策略對(duì)培養(yǎng)學(xué)生批判性思維技能與批判性思維傾向的意義。在英語(yǔ)閱讀教學(xué)中,教師應(yīng)將閱讀教學(xué)的重點(diǎn)從單純的語(yǔ)言知識(shí)傳授轉(zhuǎn)移到思維品質(zhì)的培養(yǎng)上來(lái),以實(shí)現(xiàn)培養(yǎng)學(xué)生學(xué)科核心素養(yǎng)的目的。
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教學(xué)月刊·中學(xué)版(外語(yǔ)教學(xué))2022年3期