如何在高中英語閱讀教學中培養(yǎng)學生的思維品質(zhì)

摘 要：隨著新高考模式的推行，近年的高考英語試題越來越重視對考生思維品質(zhì)的考查，主要體現(xiàn)在三個方面：一是閱讀理解試題的考查角度更加新穎，考生需要具備較強的分析和推理能力、歸納和概括能力、發(fā)散思維和批判性思維能力；二是應(yīng)用文寫作的交際情景更加靈活多樣，文字提示更加簡潔，試題的開放性更強，為考生留出更大的自由發(fā)揮空間；三是讀后續(xù)寫試題是先讀后寫，要求考生具備較強的文本解讀能力、故事情節(jié)梳理能力和對故事情節(jié)發(fā)展的預(yù)測能力，對考生的想象力和邏輯推理能力提出了更高的要求。因此，在高中英語閱讀教學中培養(yǎng)學生的思維品質(zhì)成為當務(wù)之急。

關(guān)鍵詞：閱讀教學；思維品質(zhì)；高中英語

作者簡介：李紅軍，北京實驗學校。

筆者認為，在高中英語閱讀教學中應(yīng)從以下幾個方面入手來培養(yǎng)學生的思維品質(zhì)。

一、重視語篇教學，構(gòu)建篇章結(jié)構(gòu)

《普通高中英語課程標準（2017年版 2020 年修訂）》（以下簡稱“新課標”）指出，學生應(yīng)做到以下幾點：

1.根據(jù)篇章標題、圖片、圖表和關(guān)鍵詞等信息，預(yù)測和理解篇章的主要內(nèi)容；

2.根據(jù)語篇類型和特點，了解篇章的主要內(nèi)容和寫作意圖；

3.根據(jù)語篇中的核心詞、代詞等，理解段落或句子之間的內(nèi)在銜接；

4.通過快速閱讀理解篇章大意。

因此，高中英語閱讀教學的首要任務(wù)就是讓學生根據(jù)標題和插圖，預(yù)測文章大意。然后，快速瀏覽全文，把握文章的結(jié)構(gòu)，再分析文章的內(nèi)在邏輯，包括段落之間的關(guān)系、段內(nèi)各句之間的關(guān)系，從而幫助學生建構(gòu)篇章結(jié)構(gòu)。教師可應(yīng)用思維導圖展示本文的篇章結(jié)構(gòu)。

圖1

北師大版高中英語必修第二冊Unit 4 Lesson 3的第一篇文章的結(jié)構(gòu)如圖1所示。

從這幅思維導圖可以看出，文章的第一段是導語段，表明論點“The Internet harms friendships”。中間三段是三個分論點（three arguments），即論據(jù)，用來支撐論點。最后一段是得出的結(jié)論“Friends should focus more on face-to-face communication.”。這樣學生對全文的框架結(jié)構(gòu)就一目了然了，也掌握了英語議論文的寫作方法。

北師大版高中英語必修第三冊Unit 7 Lesson 3的文章結(jié)構(gòu)如圖2所示。

圖2

從這幅思維導圖可知，課文由四個部分組成：第一段為第一部分，介紹著名作曲家路德維希·凡·貝多芬的概況；第二段為第二部分，陳述貝多芬創(chuàng)作《第九交響曲》的情況；第三至五段為第三部分，介紹《第九交響曲》首場音樂會的情況，包括演出前、演出過程和演出結(jié)束時三個片段。第六段為第四部分，是人們對這位作曲家的評論。

在閱讀課教學中，要求學生在閱讀文章后繪制思維導圖，使學生熟悉不同類型英語文章的結(jié)構(gòu)和特點，逐步掌握不同文體的寫作方法，為英語寫作打下良好的基礎(chǔ)。

二、引導學生依據(jù)文本進行合理推斷

新課標指出，學生應(yīng)能理解不同類型語篇所傳遞的意義、意圖和情感態(tài)度，理解語篇中不同的文化元素及其內(nèi)涵，分析不同語篇類型的結(jié)構(gòu)特征和語言特點，并能以口頭或書面形式陳述事件、傳遞信息、創(chuàng)造性地再現(xiàn)想象經(jīng)歷、闡釋觀點和態(tài)度等。學生應(yīng)能闡釋和評價語篇所反映的情感、態(tài)度和價值觀；能根據(jù)語篇中的事實進行邏輯推理；能辨別并推論語篇中隱含的觀點。

為培養(yǎng)發(fā)展學生的推斷能力，理清文章的內(nèi)在邏輯，教師應(yīng)引導學生在理解文章主旨大意的基礎(chǔ)上，帶著以下問題再次閱讀課文：每一段的主題句是什么？作者用了哪些事實案例來支撐它？作者寫這篇文章的目的是什么？本文試圖向讀者傳遞什么信息？哪一句是結(jié)論句？作者是如何得出結(jié)論的？你認為本文的主題是什么？為什么？從課文中找到依據(jù)來支撐你的看法。

例如，教學人教高中英語必修第一冊Unit3“Living legends”一文時，筆者首先讓學生根據(jù)圖片和標題預(yù)測課文內(nèi)容及其出處“What are the texts mainly about？ （Famous people who have made great achievements.） Where is the text taken from？ （The Internet.）”。然后，向?qū)W生提出下面幾個問題：

1. How does the author attract the readers' attention at the beginning of Lang Ping？

2. How does the author prove Lang Ping has unusual ability and skills as a coach？

3. What were the problems facing Lang Ping when the Chinese team was preparing for the 2015 World Cup？

4. How did Lang Ping respond in face of challenges？

5. Why did the author mention 2015 World Cup and 2016 Olympic Games？

6. What can we learn from Lang Ping？

（Key： 1. As a player， Lang Ping brought honour and glory to her country. As a coach， she led the China women's volleyball team to medals at world championships and the Olympics. As a person， Lang Ping is loved by fans at home and abroad. 2. In 2016， Lang Ping led her volleyball team to Olympic gold in Brazil. 3. One of the best players had been injured， and the team captain had to leave because of heart problems. 4. She did not lose heart/She was confident because she knew that her young players could win if they worked together as a team. 5. To prove that Lang Ping has made great achievements and she is a living legend. 6. What we should learn from Lang Ping is that we should never give up in face of difficulty. If we keep on trying， we will win. ）

閱讀教學中，筆者引導學生從文中找依據(jù)，積極表達個人的觀點、態(tài)度和情感。根據(jù)文中的事實對作者未明說的事實和細節(jié)進行推斷，發(fā)展學生的邏輯思維能力。同時，從郎平身上學習不怕困難、不屈不撓、奮力拼搏的女排精神，培養(yǎng)學生良好的道德情操，實現(xiàn)立德樹人的教育目的。

三、創(chuàng)造性布置寫作任務(wù)，培養(yǎng)學生的想象力和共情能力

高中英語教材中的閱讀材料，內(nèi)容豐富，并有育人價值。教師要充分挖掘閱讀材料的人文內(nèi)涵，引導學生從不同的角度分析問題，站在不同的角度去思考，培養(yǎng)學生的想象力和共情能力。

例如，教學北師大版高中英語必修第一冊Unit 2 Lesson1“The underdog”時，首先，筆者要求學生根據(jù)課文題目和圖片推測“What is the text mainly about？ （A basketball player.） What is an Underdog？ （A player who is unlikely to win a game.）”，然后讓學生讀課文，回答下面的問題：

1. What kind of player was Paul？

2. Why did he try many times before making the school team？

3. How did he feel for sitting on the bench most of the time？

4. How did he help his team win the game？

5.What lesson should the coach learn after the game？

6. What message does the author convey by telling Paul's story？

（Keys： 1. Paul was too short though he had real skills. 2 He was just 1.6 meters and the coach thought he was too short. 3. He did lost hope. He was waiting patiently for his turn. 4. He made shot after shot. The other team couldn't stop him. 5. It was wrong to judge a book by its cover. Height is not as important as he thought. 6. Anything is possible if you don't give up your dream.）

在理解課文后，要求學生完成如圖3所示的Story Mountain，對故事情節(jié)進行梳理。

然后，要求學生站在Paul和教練的角度講故事，改寫課文。開頭語如下：

Paul's Story

My name is Paul， a 16-year-old boy who has been dreaming of becoming a basketball star. I signed up for our school basketball team last year， but was refused by the coach. _______________ _____________________________________________________________________________________________________________________________________________________________

The Coach's story

I am the coach of the school basketball team. Last year， a boy called Paul signed up for our team and told me that he wanted to join badly. But he was just 1.6 meters tall， ________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

轉(zhuǎn)換人稱講故事使學生學會換位思考，站在他人的角度審視故事中人物之間的關(guān)系，客觀地看待事件的發(fā)展變化和可能的結(jié)局。這種共情能力能夠幫助學生處理好與周圍人的關(guān)系，建立和諧的人際關(guān)系，對他們今后的發(fā)展至關(guān)重要。

此外，教師還可以結(jié)合課文內(nèi)容，讓學生進行故事續(xù)寫，啟發(fā)學生思考故事情節(jié)會怎樣繼續(xù)發(fā)展、會有什么樣的結(jié)局，鼓勵他們用所學的語言表達思想， 從而培養(yǎng)他們的推斷能力、想象力和共情能力。例如，閱讀北師大版高中英語必修第二冊 Unit5 Lesson 1“A sea story”的課文后，筆者要求學生繪制思維導圖，再梳理故事的線索，然后啟發(fā)學生思考：

1.故事的主人翁遭遇旋渦脫險后，回到家中他會做什么？

2.他該如何面對家人？家人如何對待他？他內(nèi)心的感受是什么？

3.幾天后，他怎么面對今后的生活？為什么這樣做？

基于對以上問題的思考，筆者讓學生完成讀后續(xù)寫任務(wù)：

結(jié)合所學Lesson 1課文的內(nèi)容，根據(jù)首句提示，用150-200詞續(xù)寫故事情節(jié)。

When I finally got home， I was exhausted. ____________________________________________________________________________________________________________________________________________________________________________________________________________

For several days， I was lost in deep sorrow. ________________________________________________________________________________________________________________________________________________________________________________________________________

（One possible version： When I finally got home， I was exhausted. My parents could hardly recognize me because I was in rags， looking like a homeless man. When they anxiously asked me where my two brothers were， I broke down completely. I explained to them how we were trapped in Moskoe-strom on our way back from the island where we caught fish and how I managed to survive while my two brothers lost their lives. But they just didn't believe what I said， insisting my two brothers would come back home soon. Losing my two brothers was so painful that my hair turned white overnight.

For several days， I was lost in deep sorrow. Lying in bed， I found my head was spinning. It seemed that I could see our boat covered by huge waves and my two brothers struggling desperately in the sea. It felt as if I was still floating on the water with the barrel. How I wished we had not risked fishing in the island！ How I wished my brothers had come back home with me！ Looking out of the window， I saw bright sunshine， which brought me hope again. Any way life had to go on. With my old parents and children to support， I gathered courage and dragged myself out of bed.）

四、先讀后說，注重語言輸出

根據(jù)文秋芳教授提出的“產(chǎn)出導向法”，“英語課堂教學應(yīng)以產(chǎn)出為導向，所有的課堂活動皆指向產(chǎn)出，產(chǎn)出既是目標，也是原驅(qū)動力”。所以在閱讀文本后，教師應(yīng)設(shè)計一些語言輸出活動，既推動學生的語言輸出，又加深學生對文本的理解。引導學生根據(jù)文本內(nèi)容進行深入思考，勇于表達自己的觀點。新課標倡導指向?qū)W科核心素養(yǎng)發(fā)展的英語學習活動觀?！敖處煈?yīng)設(shè)計具有綜合性、關(guān)聯(lián)性和實踐性特點的英語學習活動，使學生通過學習理解、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，獲取、闡釋和評判語篇意義，表達個人觀點、意圖和情感態(tài)度，分析中外文化異同，發(fā)展多元思維和批判性思維，提高英語學習能力和運用能力?！?/p>

例如，北師大版高中英語必修第二冊 Unit 5 Lesson 3“Race to the pole”的課文講述了兩支探險隊去南極探險的故事，閱讀課文之后，組織學生討論：

1. Do you think Scott and his team are heroes？ Why or why not？

2. Why did Scott's team fail while Amundsen's team succeed？

3. What lesson can we learn from the text？

（Keys： 1. Yes. Though Scott and his team lost the race to the South Pole， they showed true determination and strength of character which is usually seen in heroes. Scott and his team showed us what true heroes are. They always had their goals in mind. They kept up their spirit and carried the rocks even in extremely difficult situations. Their inner strength and what they have done has left a precious legacy for future generations. 2. They didn't make careful preparations before setting out for the exploration. They used horses to pull the sledges， which didn't work. So they had to pull the sledges by themselves， which made them tired out. Besides， their food ran out after they reached the South Pole， which cost them their lives. Amundsen's team succeed because they used dogs to pull the sledges and they had enough food to eat. It was obvious that they had done researches and made careful preparations in advance. 3. We should make careful preparations before we go on a long journey. ）

要求學生分析瑞典探險隊最終成功返回，而英國探險隊卻遭遇失敗的原因，培養(yǎng)學生的批判性思維，引導他們從歷史事件中吸取教訓，避免悲劇重演。

又如，北師大版高中英語必修第二冊 Unit 6 Lesson 1“A medical pioneer”的課文講述了中國科學家屠呦呦榮獲諾貝爾獎的故事。閱讀課文之后，組織學生討論：

1. Why is Tu Youyou considered a medical pioneer？

2. What difficulties was Tu Youyou faced with when she was trying to find a cure for malaria？

3. Why did the author mention 240，00 chemicals in Paragraph 3？

4. What can we learn from Tu Youyou？

（Keys： 1. She led her team in discovering the life-saving drug， artemisinin， which saved the lives of millions of people all over the world. That is why she was awarded the Nobel Prize. 2. They had limited resources. They did not have enough staff， and the laboratory in which they worked had poor air quality. 3. To prove that the team did a lot of research to find the cure. 4. What we should learn from Tuyouyou is that we should never give up in face of difficulty. If we try really hard， we can overcome difficulty in the end.）

通過對以上問題的討論和分享，學生認識到屠呦呦之所以榮獲諾貝爾獎是因為她所帶領(lǐng)的研究團隊在20世紀70年代發(fā)現(xiàn)的青蒿素挽救了成千上萬的生命，她為人類作出了重大貢獻。雖然在研究過程中面臨種種困難，但是他們的社會責任感以及他們的無私奉獻精神使他們最終克服困難，找到了治療瘧疾的藥物。我們應(yīng)學習屠呦呦身上那種不怕困難、迎難而上、鍥而不舍的精神，克服困難，走向成功。

閱讀后的語言輸出活動是對課文內(nèi)容的升華，幫助學生加深對文本的理解，把語言學習與文化、思維融為一體，使他們的品格和意志得到錘煉，思想和情操得到陶冶，促進了學生綜合素養(yǎng)的提升，起到了立德樹人的作用。

總之，新高考的推行、新教材的應(yīng)用和新課標的實施標志著高中英語教學進入一個嶄新的階段。發(fā)展學生的思維品質(zhì)和培養(yǎng)學生的關(guān)鍵能力是今后高中英語教學的重中之重。如何在英語課堂發(fā)展學生的思維品質(zhì)成為高中英語教師必須面對的研究課題。高中英語教師只有認真研讀新課標，用先進的教學理念引領(lǐng)教學行為，才能使課堂成為學生思維品質(zhì)發(fā)展的園地，使閱讀材料成為學生思維品質(zhì)發(fā)展的溫床，課堂才會充滿活力和魅力，學生的知識和思想才能得到同步發(fā)展，語言和學科素養(yǎng)才能得到共同提高。思維品質(zhì)的提高能夠促進學生學習能力的提升。閱讀教學的成功勢必為寫作教學打下良好的基礎(chǔ)，促進學生全面發(fā)展。

參考文獻：

[1]教育部.普通高中英語課程標準（2017年版2020年修訂）[S].北京：人民教育出版社，2020.

[2]文秋芳.構(gòu)建“產(chǎn)出導向法”理論體系[J].外語教學與研究，2015（4）：547-558，640.