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英国教育家吉姆·格林说:“学英语没有英语思维,就像大不列颠没有沙鸥一样叫人难受。”(冯红梅,2005)2002年9月至2003年10月,笔者在伦敦市政厅大学修外语教学法硕士学位。期间发现中国留学生英语思维能力特别薄弱,尤其是批判性思维能力和创造性思维能力比较欠缺,这使得大部分中国留学生在刚开始很难适应英国高等教育的模式, 即使后来逐渐适应了,论文也很难拿到高分。国外的留学经历让我坚定了回国后在自己的教学实践中注重培养学生英语思维能力特别是批判性思维能力和创造性思维能力的信念,希望传授给学生的不仅仅是英语知识,更重要的是潜移默化地培养学生英语学习的能力和用英语思维的能力,既授之于“渔”。
一、培养学生用英语思维的理论依据
1.英语学习的最终目的是用英语思维。
现代教学论认为,英语教学的根本目的是使学生能以英语为交际工具达到交际的目的,其实质是一种交际活动。当代国外对第二外语最终目标达成的认识又提高了一步。 即不仅仅是用目标语进行交流,而且是用目标语思维。
2.新课程标准对于英语能力的要求。
新课程标准明确提出高中阶段英语教学要重点从三个方面发展学生的英语语用能力:用英语进行恰当交流的能力;用英语获取信息、处理信息的能力;用英语进行思维的能力。
二、培养学生用英语思维的指导思想
1.教师课前在备课时要有意识地留给学生用英语思维的时间和空间。
案例一:Unit 6: keys to a better life (上海牛津教材英语高一下)
本课内容是就如何理财。为了激活学生的创造型思维,我设计了这样一个导入的环节。我在黑板了画了一个圆,让学生想象这个圆可能是什么。学生给出了近20种各种各样的答案:“太阳”“皮球”“镜子”“月饼” “洞” “蛋糕”“数字零” “西瓜” “钟” “地球”……虽然是几年前的一堂课,其中个别学生的创造性思维让我至今记忆犹新。有学生说“ It is like a person ’s life”, 有学生说 “ It is a drop of water.” 有学生说,“It’s mother’s smiling face.”更有学生说,“It is like a stick seen through one side.” 然后,我在圆内加了个小正方形,学生马上想到了“coin”, 从而很顺理成章引到了“money management” 这个主题。这样的设计不仅仅是给了学生思考的时间和空间,更是给予学生一个思考的“支点”。
2.教师在授课中要有意识地引导学生用英语思维。
Good thinking skills will not develop on their own, they must be taught. ( Beyer,1987) 这就要求教师在课堂上引思、导思、启思。老师引思、导思、启思的关键在于老师如何巧妙地设问及追问。
案例二:The Road Not Taken (校本选修课教材)
引思问题:
Which season does the poem take place?
What did the poet do at a fork, why ?
What else did the poet do? Could he see the end of the road?
Why is the poem set in a wood?
导思问题:
Which road did the poet decide to take, why?
What did the poet think of his choice, why?
Had anyone walked on the two roads that morning, why?
Would it be possible for the writer to come back and try the first road?
启思问题:
What did ‘the two roads’ symbolize?
What did ‘the less-traveled road’ symbolize?
Why is the title ‘The Road Not Taken’ instead of ‘The Road Taken’?
这节英语诗歌赏析课得到了同行专家的高度评价,亮点是课堂的设问和追问启迪了学生对于诗歌的深层理解。郑小明(2005)所说:“教师的教学在于善于设疑、巧于设疑,于无疑处设疑,撞击学生思维火花。”
三、培养学生用英语思维的教学实践
1.用头脑风暴法激活学生用英语发散思维。
由美国人Alex F. Osborn提出的大脑激荡法(Brainstorming) 是训练发散思维的有效方法,是指利用集体的智慧,通过相互交流、启发和激励产生新思想的一种方法。刘燕(2008)提出:“将‘头脑风暴法’引入语言教学,可以培养学生形成发散性思维和创造性思维的能力,学生想象和思考的空间,诱发集体的智慧,激活学生的创意与灵感。”
案例三:Unit 3: plants: (上海版牛津教材高一下)
T:Please brainstorm functions of plants.
S1: We can use plants to decorate our house.
S2: Some of the plants can be eaten. S3: Plants are good for the air quality.
S4: Some plants can be used as medicine.
S5: Plants are homes for some birds.
S6: Some plants can produce fruits.
S7: The plants provide us with a place where we can play hide and seek.
S8: Green plants can produce oxygen.
S9: Plants can prevent soil from being washed away.
S10: Plant industry can create a lot of job opportunities.
教师然后根据学生的回答做总结、提升。板书如下:
实践证明,“头脑风暴法”能激发学生的学习热情,调动学生积极思维,提高学生英语语言素质,最终达到用英语思维。
2.用互动合作式教学模式呈现学生用英语思维的过程。
我喜欢采用面向全体学生,有利于学生语言实践活动全面开展的“互动合作学习”的教学模式。尹刚,陈静波(2007)指出:“ 师生互动不仅仅是一种形式,其实质是教学原则和教学思想的体现。凡是调动学生积极思维来完成两个以上飞跃和各种教学活动的措施都可看成师生互动。” 我在教学实践中师生互动的模式是:教师创设情景——学生想象情景——教师设疑提问——学生回答问题——教师回应答复并继续追问——学生进一步回答问题——教师概括总结
案例四:Right here waiting (校本选修课教材:师生互动的课堂实录)
T: To whom did Marx sing the song?
S: To someone he loves
T: How do you know that?
S: From the lyric “I wonder how can we survive the romance.”
T: Where was she?
S: She is far away from him. How did you get the information?
T: “Oceans apart”.
T: Had they been away for long?
S: Yes, “day after day”
T: Why did he write to her?
S: He missed her very much.
T: To what extent did he miss her, which lines tell you that?
S: I slowly go insane (seriously mentally ill and do not have a clear way of thinking)
S: But it doesn’t stop the pain.
S: oh how my heart breaks
S: You’ve got me crazy
T: He missed her very much and wrote the song to express his feelings.
T: In what way did he say the song?
S: He sang the song on the phone
T: What is your evidence?
S: I hear your voice on the line.
T: Was he confident about their relationship?
S: yes, I took for granted all the times that I thought would last somehow.
T: What attitude did he express in the song?
S: He will never give up waiting for him. Which line shows his attitude?
S: Whenever you go, whatever you do, I will be right here waiting for you.
T: Which word emphasizes his perseverance?
S: Right
从上面这个教学实录,我们可以感受到师生互动给英语教学带来的勃勃生机,学生英语思维的能力也在互动中得以训练。
教给学生英语思维方法是非常必要的,因为学生的思维策略和其学习策略是相互影响的。M.Kabilan (2000) put it: Teachers' beliefs and attitudes about themselves, and their functions in language classrooms have momentous implications for learners' ability to think creatively and critically. 英语课堂教学是一个复杂的信息相互作用的过程,但是通过教师的调控作用,按照思维的规律指导学生进行思维活动,可以使学生形成优良的思维品质, 从而用英语进行思维。如果我们注重英语思维能力的培养,创设思维培养的环境,并教给学生英语思维的方法,我们的英语教学便能做到授“渔”得“鱼”!
一、培养学生用英语思维的理论依据
1.英语学习的最终目的是用英语思维。
现代教学论认为,英语教学的根本目的是使学生能以英语为交际工具达到交际的目的,其实质是一种交际活动。当代国外对第二外语最终目标达成的认识又提高了一步。 即不仅仅是用目标语进行交流,而且是用目标语思维。
2.新课程标准对于英语能力的要求。
新课程标准明确提出高中阶段英语教学要重点从三个方面发展学生的英语语用能力:用英语进行恰当交流的能力;用英语获取信息、处理信息的能力;用英语进行思维的能力。
二、培养学生用英语思维的指导思想
1.教师课前在备课时要有意识地留给学生用英语思维的时间和空间。
案例一:Unit 6: keys to a better life (上海牛津教材英语高一下)
本课内容是就如何理财。为了激活学生的创造型思维,我设计了这样一个导入的环节。我在黑板了画了一个圆,让学生想象这个圆可能是什么。学生给出了近20种各种各样的答案:“太阳”“皮球”“镜子”“月饼” “洞” “蛋糕”“数字零” “西瓜” “钟” “地球”……虽然是几年前的一堂课,其中个别学生的创造性思维让我至今记忆犹新。有学生说“ It is like a person ’s life”, 有学生说 “ It is a drop of water.” 有学生说,“It’s mother’s smiling face.”更有学生说,“It is like a stick seen through one side.” 然后,我在圆内加了个小正方形,学生马上想到了“coin”, 从而很顺理成章引到了“money management” 这个主题。这样的设计不仅仅是给了学生思考的时间和空间,更是给予学生一个思考的“支点”。
2.教师在授课中要有意识地引导学生用英语思维。
Good thinking skills will not develop on their own, they must be taught. ( Beyer,1987) 这就要求教师在课堂上引思、导思、启思。老师引思、导思、启思的关键在于老师如何巧妙地设问及追问。
案例二:The Road Not Taken (校本选修课教材)
引思问题:
Which season does the poem take place?
What did the poet do at a fork, why ?
What else did the poet do? Could he see the end of the road?
Why is the poem set in a wood?
导思问题:
Which road did the poet decide to take, why?
What did the poet think of his choice, why?
Had anyone walked on the two roads that morning, why?
Would it be possible for the writer to come back and try the first road?
启思问题:
What did ‘the two roads’ symbolize?
What did ‘the less-traveled road’ symbolize?
Why is the title ‘The Road Not Taken’ instead of ‘The Road Taken’?
这节英语诗歌赏析课得到了同行专家的高度评价,亮点是课堂的设问和追问启迪了学生对于诗歌的深层理解。郑小明(2005)所说:“教师的教学在于善于设疑、巧于设疑,于无疑处设疑,撞击学生思维火花。”
三、培养学生用英语思维的教学实践
1.用头脑风暴法激活学生用英语发散思维。
由美国人Alex F. Osborn提出的大脑激荡法(Brainstorming) 是训练发散思维的有效方法,是指利用集体的智慧,通过相互交流、启发和激励产生新思想的一种方法。刘燕(2008)提出:“将‘头脑风暴法’引入语言教学,可以培养学生形成发散性思维和创造性思维的能力,学生想象和思考的空间,诱发集体的智慧,激活学生的创意与灵感。”
案例三:Unit 3: plants: (上海版牛津教材高一下)
T:Please brainstorm functions of plants.
S1: We can use plants to decorate our house.
S2: Some of the plants can be eaten. S3: Plants are good for the air quality.
S4: Some plants can be used as medicine.
S5: Plants are homes for some birds.
S6: Some plants can produce fruits.
S7: The plants provide us with a place where we can play hide and seek.
S8: Green plants can produce oxygen.
S9: Plants can prevent soil from being washed away.
S10: Plant industry can create a lot of job opportunities.
教师然后根据学生的回答做总结、提升。板书如下:
实践证明,“头脑风暴法”能激发学生的学习热情,调动学生积极思维,提高学生英语语言素质,最终达到用英语思维。
2.用互动合作式教学模式呈现学生用英语思维的过程。
我喜欢采用面向全体学生,有利于学生语言实践活动全面开展的“互动合作学习”的教学模式。尹刚,陈静波(2007)指出:“ 师生互动不仅仅是一种形式,其实质是教学原则和教学思想的体现。凡是调动学生积极思维来完成两个以上飞跃和各种教学活动的措施都可看成师生互动。” 我在教学实践中师生互动的模式是:教师创设情景——学生想象情景——教师设疑提问——学生回答问题——教师回应答复并继续追问——学生进一步回答问题——教师概括总结
案例四:Right here waiting (校本选修课教材:师生互动的课堂实录)
T: To whom did Marx sing the song?
S: To someone he loves
T: How do you know that?
S: From the lyric “I wonder how can we survive the romance.”
T: Where was she?
S: She is far away from him. How did you get the information?
T: “Oceans apart”.
T: Had they been away for long?
S: Yes, “day after day”
T: Why did he write to her?
S: He missed her very much.
T: To what extent did he miss her, which lines tell you that?
S: I slowly go insane (seriously mentally ill and do not have a clear way of thinking)
S: But it doesn’t stop the pain.
S: oh how my heart breaks
S: You’ve got me crazy
T: He missed her very much and wrote the song to express his feelings.
T: In what way did he say the song?
S: He sang the song on the phone
T: What is your evidence?
S: I hear your voice on the line.
T: Was he confident about their relationship?
S: yes, I took for granted all the times that I thought would last somehow.
T: What attitude did he express in the song?
S: He will never give up waiting for him. Which line shows his attitude?
S: Whenever you go, whatever you do, I will be right here waiting for you.
T: Which word emphasizes his perseverance?
S: Right
从上面这个教学实录,我们可以感受到师生互动给英语教学带来的勃勃生机,学生英语思维的能力也在互动中得以训练。
教给学生英语思维方法是非常必要的,因为学生的思维策略和其学习策略是相互影响的。M.Kabilan (2000) put it: Teachers' beliefs and attitudes about themselves, and their functions in language classrooms have momentous implications for learners' ability to think creatively and critically. 英语课堂教学是一个复杂的信息相互作用的过程,但是通过教师的调控作用,按照思维的规律指导学生进行思维活动,可以使学生形成优良的思维品质, 从而用英语进行思维。如果我们注重英语思维能力的培养,创设思维培养的环境,并教给学生英语思维的方法,我们的英语教学便能做到授“渔”得“鱼”!