以讀促寫　以寫促學(xué)

摘 要：讀后續(xù)寫作為高考的新題型，給教師的教和學(xué)生的學(xué)都帶來了新的挑戰(zhàn)。文章在讀后續(xù)寫理論和互動(dòng)協(xié)同理論的基礎(chǔ)上，探討如何將其運(yùn)用于課堂實(shí)踐，并提出在讀后續(xù)寫課堂教學(xué)中教師應(yīng)引導(dǎo)學(xué)生精細(xì)閱讀，讀懂人物關(guān)系，讀懂文化差異，讀懂文本中的細(xì)節(jié)，從而達(dá)到以讀促寫的目的的建議。

關(guān)鍵詞：互動(dòng)協(xié)同；讀后續(xù)寫；課堂教學(xué)

中圖分類號(hào)：G427? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 文獻(xiàn)標(biāo)識(shí)碼：A? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?文章編號(hào)：2097-1737（2023）21-0020-04

注重培養(yǎng)學(xué)科關(guān)鍵能力，培養(yǎng)學(xué)生的核心素養(yǎng)是我們不斷探索和努力的方向[1]。讀后續(xù)寫就是讓學(xué)生閱讀一篇被抹去結(jié)尾的讀物，在理解原文的基礎(chǔ)上續(xù)寫，補(bǔ)全內(nèi)容。學(xué)生要完成續(xù)寫，就要先理解原文，根據(jù)原文提供的情境模式和語言樣板，模仿前文的語言進(jìn)行續(xù)寫。讀后續(xù)寫的理論基礎(chǔ)來自互動(dòng)協(xié)同模型，它的促學(xué)效果也主要體現(xiàn)在互動(dòng)協(xié)同的特征上。讀后續(xù)寫能將語言輸入與語言輸出相結(jié)合，既能使學(xué)習(xí)者模仿前文，又能激發(fā)學(xué)習(xí)者進(jìn)行內(nèi)容創(chuàng)造，是提高英語教學(xué)質(zhì)量的一種有效途徑[2]。人們?cè)陂喿x時(shí)與作品和作者互動(dòng)，續(xù)寫時(shí)產(chǎn)出與閱讀理解互動(dòng)，促使作文與讀物協(xié)同，產(chǎn)生拉平效應(yīng)。互動(dòng)強(qiáng)度越大，拉平效應(yīng)就越強(qiáng)，學(xué)習(xí)效果也就越好[3]。因此，協(xié)同效應(yīng)等同于拉平效應(yīng)，兩者均等同于學(xué)習(xí)效應(yīng)，高效促學(xué)就是在外部輸入配合下，產(chǎn)出與理解的協(xié)同效應(yīng)最大化。

然而，如何上好讀后續(xù)寫課一直是師生們都比較頭疼的事情，如何讓學(xué)生在有限的時(shí)間里讀懂課文，理清思路，從而能夠高效續(xù)寫是教師一直在探索的課題。讀后續(xù)寫到底要讀的是什么，要如何根據(jù)文本所給信息進(jìn)行有效續(xù)寫？文章就讀后續(xù)寫課堂教學(xué)實(shí)踐進(jìn)行反思，就讀后續(xù)寫中對(duì)學(xué)生文本閱讀的指導(dǎo)提出一些粗淺的看法。

一、讀后續(xù)寫要讀懂人物之間的關(guān)系

筆者認(rèn)為，讀后續(xù)寫讀的是故事情節(jié)，是主要人物和次要人物之間的故事。教師在日常的練習(xí)中可以引導(dǎo)學(xué)生在閱讀的過程中以主要人物為主線，來簡略闡述故事，理清故事脈絡(luò)。以下面讀后續(xù)寫為例：

Mark Mancuso's phone rang. He looked at it. It was a calendar alert， telling him it was his mother's birthday. His mother Amelia lived 200 miles away， a bit of a drive， but Mark had driven further for a lunch with a friend. He just couldn' t stand his mother' s complaints. Then he fourd a florist （花店） and he smiled. There was the way out！

Entering the florist， Mark smiled broadly. "Can you arrange to have flowers delivered in Syracuse， N.Y.？ It's my mother's 65th birthday and I wanted to send her some flowers，” Mark explained. The florist said， “Of course， I just need your mother's name and address， and I guess you want to send a note， a birthday message？”“Yes，” said Mark， and he quickly recited his mother's name and address and then added， “Please write： Happy birthday to the best mom in the world， love you and miss you. Your son， Mark.” Mark was walking out with a feeling of accomplishment when he saw a girl sitting on the corner with tears running down her face. Mark squatted down （蹲下來） next to her and asked， “Hey dear， are you OK？” “I'm Mandy and I wanted a rose for my mom.” the girl wept.“But I don' t have enough money！ The flower lady said I could only buy a daisy， but my mom loves red roses.”“You just wait here，”Mark said， and then he walked back into the florist and bought a lovely red rose for Mandy.“Here you go，”he said， placing the rose in her hands.

Mandy took the rose in her hands， smiled up at Mark and said“Thank you！ But could you take me to my mom？ It' s not far but I' m not supposed to go on my own.”

Mark nodded. Mandy took his hand and walked with him down the street. After a while， Mandy turned right and Mark was surprised to see that they were standing by the gates of a cemetery.

續(xù)寫：Paragragh 1： The girl gently placed the rose on a grave （墓碑）.

Paragragh 2： Mark felt tears well in his eyes.

這篇故事比較簡單，學(xué)生也能看懂大概意思。但是當(dāng)學(xué)生開始續(xù)寫時(shí)就出現(xiàn)了各種問題：在第一段續(xù)寫中，小女孩在她母親墳?zāi)骨芭cMark的一番交談，勸告Mark要在自己母親在世時(shí)珍惜與母親的相處時(shí)光讓Mark內(nèi)心有所感觸，從而改變了Mark。這樣的續(xù)寫就體現(xiàn)出學(xué)生根本沒有讀懂故事中作為配角的小女孩與主角Mark之間的人物關(guān)系以及她在Mark的思想轉(zhuǎn)變中所起的作用，因此，他們的“續(xù)”就無法做到合情合

理。教師此時(shí)應(yīng)該引導(dǎo)學(xué)生發(fā)現(xiàn)，小女孩與Mark的關(guān)系僅僅是陌生人之間一次無意的幫助而產(chǎn)生的關(guān)系，真正能打動(dòng)Mark的應(yīng)該是小女孩對(duì)母親的愛及思念。

在理清人物關(guān)系之后，教師可以引導(dǎo)學(xué)生梳理故事情節(jié)。要想讓學(xué)生從根本上讀懂文章，把握文章脈絡(luò)，教師可以從兩個(gè)方面著手：第一，主要人物要解決的實(shí)際問題；第二，主要人物在解決這一實(shí)際問題的過程中情感發(fā)生的轉(zhuǎn)變。教師可以由此提出兩個(gè)問題：第一，Mark遇到的實(shí)際問題是什么？第二，Mark的情感發(fā)生了怎樣的轉(zhuǎn)變？教師還可以讓學(xué)生根據(jù)所給問題繪制思維導(dǎo)圖，主要信息如下：

Mark（主要人物）：遇到的實(shí)際問題（在母親生日當(dāng)天約朋友吃飯還是和母親一起過生日）—（最初選擇）和朋友一起吃飯（因?yàn)槟赣H嘮叨，不愿意和母親待在一起）—解決方式（花店買花，讓花店送給母親）

小女孩（次要人物）：改變了Mark的想法—如何改變（女孩在她母親墓前哭訴對(duì)母親的思念觸動(dòng)了Mark）

母親（次要人物）：看到Mark出現(xiàn)，開心，震驚。

Mark遇到的實(shí)際問題：和朋友吃飯還是陪母親過生日。

Mark 情感發(fā)生的轉(zhuǎn)變：不愿陪伴母親（因?yàn)橛X得母親嘮叨）— 愿意陪伴母親（因?yàn)槎昧伺惆樵诩胰松磉叺闹匾裕?/p>

二、讀后續(xù)寫要讀懂文化差異

在讀后續(xù)寫中，讀是為了后續(xù)的寫服務(wù)，而一篇敘事型文章一定要有人物和情節(jié)。那么，學(xué)生就應(yīng)該在讀后知道這個(gè)故事的人物有哪些，以及誰是主要人物、誰是次要人物。再在此基礎(chǔ)上讀懂故事的情節(jié)，就為后續(xù)的寫奠定了一定的基礎(chǔ)。主要人物的思想轉(zhuǎn)變就是我們讀后續(xù)寫中提到的情節(jié)的峰回路轉(zhuǎn)。讀懂文章不僅要求我們理解文章中的詞句，還要求我們對(duì)西方文化有一定的了解。以下面讀后續(xù)寫為例：

A young man was getting ready to graduate from college. For many months he had admired a beautiful sports car in a dealer's showroom， and knowing his father could well afford it， he told his father what he wanted was the sports car. As Graduation Day approached， the young man awaited signs that his father had purchased the car.

Finally， on the morning of his graduation， his father called him into his private study. His father told him how proud he was to have such a fine son， and told him how much he loved him. He handed his son a beautiful wrapped gift box.

Curious， but somewhat disappointed， the young man opened the box and found a lovely， leather-bound Bible （《圣經(jīng)》）， with the young man's name embossed in

gold. Angrily， he raised his voice to his father and said， "With all your money you give me a Bible？" He then stormed out of the house， leaving the Bible. He felt depressed and couldn't accept the fact why his father did not fulfill his expectation.

Many years passed and the young man was very successful in business. He had a beautiful home and a wonderful family， but realizing his father was very old， he thought perhaps he should go to see him. He had not seen him since that graduation Day. Before he could make the arrangements， he received a message from one of his relatives telling him his father had passed away， and willed all of his possessions to his son. He needed to come home immediately and take care of things.

續(xù)寫：Paragragh 1： When he arrived at his father's house，

sudden sadness and regret filled his heart.

Paragrah 2： As he was reading the Bible， a car key dropped from the back of it.

這篇文章中的主要人物“young man”因?yàn)樵谧约寒厴I(yè)那天沒有得到心心念念的喜歡的車子而離家出走，直到在親戚的嘴里得知父親去世的消息才悔恨自己沒有和父親好好相處。學(xué)生在讀這篇文章時(shí)只關(guān)注到，“young man”只是因?yàn)楦赣H沒有買車子給他就與父親決裂，卻無法理解一輛車子對(duì)于他來說，不僅是件想要得到的物品，更是希望從父親那里獲得的對(duì)他的認(rèn)可；而父親要送給他的圣經(jīng)在西方人眼中具有重要的地位，父親選擇在他畢業(yè)成人的這一天送給他一本圣經(jīng)其實(shí)是寄予了父親的希望，他希望自己開始成年的孩子能懂得愛和責(zé)任。由于沒有真正讀懂文本，很多學(xué)生在兩段的續(xù)寫中都只寫了年輕人對(duì)自己離家出走后一直沒有和父親聯(lián)絡(luò)的后悔，而沒有寫出年輕人最終懂得了父親想要教會(huì)他的愛與責(zé)任，并把這種愛與責(zé)任一代代傳承下去。

三、讀后續(xù)寫要讀懂文本中的細(xì)節(jié)

讀后續(xù)寫不僅在讀的過程中需要找到故事發(fā)展的主要人物和次要人物以及他們的關(guān)系，理清故事發(fā)展的情節(jié)。學(xué)生在進(jìn)行讀后續(xù)寫的文章閱讀時(shí)還需關(guān)注文本所給出的細(xì)節(jié)。忽略細(xì)節(jié)的閱讀也會(huì)讓學(xué)生在之后的續(xù)寫中無法真正續(xù)出“精彩”。以下面讀后續(xù)寫

為例：

It was a warm summer afternoon in mid-July at the Jersey shore. My four-year-old son， Will， and I loved going to the beach just before dinner when the rest of the vacationers seemed to be leaving for the day. The sun was still hot and shining brightly. With a bucket in hand we'd hit the sand and start our adventure.

We used to walk along the edge of the water almost daily in the summer months， looking for seashells to fill our red sand-castle-shaped bucket. Some days， the bucket was full， and other days just a few shells were in the bucket. On that particular day， there didn' t seem to be too many shells washed up on the shore. ill began picking up whatever shells he saw lying in the sand. After a while， I looked into the bucket and saw nothing but broken shells.“Will”I said，“all of these shells are broken and not good. You'd better find shells like this， I continued， as I held up a perfectly shaped clamshell（蛤殼），he gave me a puzzled （困惑） look and continued on his way， gathering whatever shells he came upon and dropping them into the bucket. I continued my search for some time， and then stopped to watch him drop more broken shells into the bucket. Out of control， I asked in an annoying voice，“Will， why do you insist on filling our bucket with shells that are broken？” He looked up at me through his glasses with his big blue eyes and replied， “Mom， there are many more shells on the beach that are broken than there are perfect ones that you are searching for. We'll get the bucket filled faster with the broken ones.”True， I thought， but who wants a bucket full of broken shells？ Will stared at me as if he knew what I was thinking.“Mom， these shells are broken， but they are still beautiful”he said.

續(xù)：Paragragh 1： Just then he reached his little hand into the bucket and began pulling out some different shells and commenting on their uniqueness.

Paragragh 2： My eyes filled with tears as I realized my son was teaching me a most valuable lesson.

閱讀文本后我們得知，文本中的母親是故事的主要人物，孩子是故事的次要人物，這篇文章續(xù)的情節(jié)的轉(zhuǎn)折就在于母親受到孩子無意識(shí)的行為和言語的觸動(dòng)而發(fā)生了思想上的轉(zhuǎn)變。但是我們?cè)趯W(xué)生寫的續(xù)寫文本里發(fā)現(xiàn)，學(xué)生在第一段中就借用孩子的嘴對(duì)母親進(jìn)行說教，認(rèn)為是孩子的說教感動(dòng)了母親從而促使了她的改變。這其實(shí)反映出學(xué)生在閱讀文本時(shí)沒有關(guān)注到文本中提到的“my four-year-old son”這個(gè)細(xì)節(jié)。作為一個(gè)四歲的孩子，他根本不可能會(huì)講出什么大道理來。而對(duì)這一細(xì)節(jié)的忽略也造成學(xué)生在讀后續(xù)寫中無法做到“合情合理”。而在第二段續(xù)寫中，學(xué)生在承接第二段第一句“My eyes filled with tears as I realized my son was teaching me a most valuable lesson.”寫出母親所領(lǐng)悟到的道理后覺得無話可寫了。這也反映出了學(xué)生在讀的過程中沒有關(guān)注到文本用到的love、brightly使人感受到的母子之間在海邊撿貝殼的快樂以及母子之間的融洽和諧的氣氛。

四、結(jié)束語

總之，在讀后續(xù)寫課堂教學(xué)中，教師應(yīng)有意識(shí)地引導(dǎo)學(xué)生仔細(xì)閱讀文本，抓住主要人物和次要人物之間的關(guān)系，理清文本情節(jié)，關(guān)注文本細(xì)節(jié)，從而達(dá)到有效閱讀，高效續(xù)寫的目的。

參考文獻(xiàn)

趙嬋嬋.讀后續(xù)寫的理論與實(shí)證研究述評(píng)[J].英語廣場(chǎng)，2020（31）：50-52.

王初明.讀后續(xù)寫：提高外語學(xué)習(xí)的一種有效方

法[J].外語界，2012（5）：2-7.

王初明.互動(dòng)協(xié)同與外語教學(xué)[J].外語教學(xué)與研究，

2010（4）：297-299.

基金項(xiàng)目：本文系福州市教育科學(xué)研究“十四五”規(guī)劃2022年度課題“基于互動(dòng)協(xié)同理論的讀后續(xù)寫教學(xué)研究”（課題編號(hào)：FZ2022GH071）的研究成果。

作者簡介：傅艷（1978.6-），女，福州福清人，

任教于福清華僑中學(xué)，一級(jí)教師。