论文部分内容阅读
摘 要
閱读是写作的基础，写作是阅读的应用。没有广泛的阅读作为基石，要写出好文章是难以想象的。本文从教材、试题、课外经典美文三个方面论述了阅读文本对英语写作的帮助，激发学生语言概括能力、语言组织能力和语言鉴赏能力。
【关键词】阅读文本；语言概括能力；语言组织能力；语言鉴赏能力
1 引言
叶圣陶先生说：“阅读是吸收，写作是倾吐。”只有大量地吸收，才能有更多的倾吐。阅读是输入，写作是输出。只有广泛的阅读输入，才能有足够的写作输出。也就是说，阅读可以丰富并提升写作，写作又可以引领学生更深刻地领悟阅读的内容。只有对阅读的深刻领悟，才能有精妙的写作。因此，阅读与写作是紧密相连、不可分割的整体，两者相互依存，相互促进，共同提高。文本阅读与写作就是要求学生对阅读文本进行初步解读、分析归纳和概括，然后根据要求进行写作，旨在考查学生分析文本信息，概括文本内容及综合运用语言的能力。
2 认真研读教材中的阅读文本，培养学生语言概括能力。
高中英语教学必须把培养学生的语言概括能力作为素质教育的重要内容，并付诸于日常的教学实践。牛津高中英语教材多以话题为单元进行分类编写。每一单元是一个独立的话题，体裁丰富，形式多样，有记叙文、说明文、议论文、文学评论、广告、影评等，其中reading部分和project部分都是非常好的紧扣单元话题的阅读文本。
以模块1 U3 Reading Dying to be thin为例：要求学生写出三封电子邮件的主旨大意及所得教训。
【学生习作1】After reading three emails about “Dying to be thin”， we’ve learned that an actress called Amy has a slim figure after taking some weight-loss pills， which help her lose 7 kilograms in the last 2 months. As time goes by， however， Amy is now in hospital recovering from liver failure， because the pills she took contain a harmful chemical which caused her liver to fail. Meanwhile， from the story， we realize that nothing is important than health， just as Amy’s mother put it.
这篇学生习作就是成功的课堂教学的结晶。在课堂教学中，老师要求学生复述、探究文本的主旨大意，并且要求学生课后写出相应文本的内容概括。这样，既有利于提升学生的文本阅读能力，培养了学生对文本主旨大意的概括能力，又有利于提升学生的英语写作能力，促进学生短文改写能力的提高。从长远角度看，更有利于培养学生的语言综合运用能力。
3 反复揣摩试题中的阅读文本，强化学生语言组织能力。
一份高质量的英语试题，凝聚了命题人多少辛勤付出，是命题专家组集体智慧的交织。试题选材广泛，许多阅读文本甚至选自外国文学作品或报刊杂志。试题中优美的阅读文本不仅给学生提供了丰富的文化背景知识，而且还可以让学生从中学到优美的遣词造句和地道英语的表达，所以更值得学生去反复揣摩与研习。但是，学生普遍存在一种错误的认识：只要能做对试题就行了，文本优劣与我何干？其实不然，试题中的完形填空不仅考查了学生的逻辑推理能力，还考查了学生的语言运用概括理解能力；阅读理解题不仅考查了学生的阅读理解能力，还考查了学生的归纳概括能力，任务型阅读更是如此。阅读理解中最常考的试题便是给出主旨大意、文章标题以及文章续写等题型。因此，让学生学会概括完形填空、推断阅读理解以及续发事件等阅读文本题时，能用高级句型和高级词汇表达出来，才能真正强化语言组织能力。
以扬州市2016届高三第一学期期末考试试卷C篇阅读理解的第65题为例，What will probably be written in the following paragraph？
【学生习作2】Apart from the ways of assessing teenager-parent relationship mentioned in the passage， there exist other ways. Firstly， the good teenager-parent relationship is based on respecting and trusting each other. One on hand， parents can’t impose their ideas on their children， for their children， independent individuals， have their own ideas. On the other hand， children should listen to their parents’ advice， for they’re more experienced. Second， the good teen-parent relationship depends on understanding and tolerating each other. Even if there is some misunderstanding， always keep one thing in mind — whatever they do comes from their love for us. Therefore， it is necessary and advisable for children to exchange ideas with their parents so that the mutual misunderstanding between parents and children will be dispelled. 阅读理解是英语教学的核心内容之一，不仅要求学生理解所读材料的“语言”， 而且更重要的是理解“语意”。这篇学生习作，充分体现了综合运用所学语言知识的能力，包括阅读能力，理解能力，归纳概括能力，逻辑推理能力以及对材料的评估能力等。
4 用心品味经典美文中的阅读文本，提高学生语言鉴赏能力。
英语写作是流淌在纸上的话语，它记录了学生对生活的真切感受，表达出学生的情感要求，训练敏锐的目光，敏捷的思维及开阔的思路，培养学生用英语去思维的学习习惯。而经典美文就是最好的书面表达，它凸显了美文的心灵启迪，有助于学生扩大视野，丰富情感，感觉心灵的震撼，沐浴语言艺术的熏陶，是学生学习写作的典范和蓝本。在英语学习中，经典美文无疑会对英语写作起到“润物细无声”的作用。因此，学生课外用心品味诵读英文报刊、书籍等各类经典美文，养成良好的阅读习惯，积累了大量的美文素材，不仅能够培养学生的语感和领悟能力，而且提高了学生对美文的鉴赏能力、语言组织能力和表达能力。
以《21世纪报》口语大赛创作为例。
【学生习作3】
Does school always kill creativity？
It can be frequently seen that many people like to rage against schools killing creativity by exam-oriented education. There is no denying that some schools leave students too much homework， making them unable to spare time to think about creativity. Meanwhile， students are forced to prepare for endless examinations， at the expense of students’ after-class activities. As a result， schools focusing on student’s academic achievements are often notorious and being criticized.
However， I disagree with these narrow-minded opinions， for there are at least three reasons to support my ideas.
First， creativity is considered important in lots of schools. Most schools are not as rigid as people think. Some people just like to exaggerate the weaknesses which schools have. Actually， most schools do care about students’ development of creativity. Take my school as an example. Every week， our teachers select several students to read their excellent compositions， in order to exchange thoughts and inspire other students in creative writing. To some degree， it really works by getting everyone involved in the activities.
Second， creativity is based on the knowledge we obtain at school. In fact， basic knowledge is not the enemy of creativity， but a greenhouse for creativity to grow. Without the solid foundation it lays， our creativity will be like bubbles， easy to be punctured， which， to some extent， is true of the buildings without foundation. Only when we get a comprehensive understanding of one issue can we change it and do some innovations. In this case， British Educational Department’s choice to introduce Chinese ways to teach maths may prove China’s reasonable teaching method in maths.
Third， creativity is developed through independent effort. Those who aren’t willing to devote themselves to developing creativity often find excuses for themselves. There is no doubt that those who find excuses for them are bound not to develop creativity. Actually， it is we that depend on ourselves to develop creativity， it is we that learn to develop creativity， it is we that create conditions to develop creativity. After all， it is our own business to develop creativity instead of the schools’.
To conclude， the reasons I have referred to above are important for us to understand why schools are not always killing creativity， but on the contrary， they always help.
筆者发现，学生从平时的美文阅读中学会了合理布局文章的篇章结构，语言组织周密老练，排比的运用增强了语言气势，过渡自然，说理性强，是一篇非常不错的习作。
5 结束语
阅读写作不仅考查了学生归纳概括能力，而且也考查了学生英语综合运用能力和语言组织能力，它对学生的写作提出了很高的要求，这不仅需要教师在文本阅读教学中注重培养学生的能力，而且在课外文本阅读中也要加强指导，提高学生文本赏析能力。
参考文献
[1]中华人民共和国教育部.普通高中英语课程校准（实验）[S].北京：人民教育出版社，2003.
[2]汪富金.基于阅读文教教学培养学生读后写作能力[J].中学外语教与学，2017（01）：24-28.
作者单位
江苏省兴化中学 江苏省兴化市 225700
閱读是写作的基础，写作是阅读的应用。没有广泛的阅读作为基石，要写出好文章是难以想象的。本文从教材、试题、课外经典美文三个方面论述了阅读文本对英语写作的帮助，激发学生语言概括能力、语言组织能力和语言鉴赏能力。
【关键词】阅读文本；语言概括能力；语言组织能力；语言鉴赏能力
1 引言
叶圣陶先生说：“阅读是吸收，写作是倾吐。”只有大量地吸收，才能有更多的倾吐。阅读是输入，写作是输出。只有广泛的阅读输入，才能有足够的写作输出。也就是说，阅读可以丰富并提升写作，写作又可以引领学生更深刻地领悟阅读的内容。只有对阅读的深刻领悟，才能有精妙的写作。因此，阅读与写作是紧密相连、不可分割的整体，两者相互依存，相互促进，共同提高。文本阅读与写作就是要求学生对阅读文本进行初步解读、分析归纳和概括，然后根据要求进行写作，旨在考查学生分析文本信息，概括文本内容及综合运用语言的能力。
2 认真研读教材中的阅读文本，培养学生语言概括能力。
高中英语教学必须把培养学生的语言概括能力作为素质教育的重要内容，并付诸于日常的教学实践。牛津高中英语教材多以话题为单元进行分类编写。每一单元是一个独立的话题，体裁丰富，形式多样，有记叙文、说明文、议论文、文学评论、广告、影评等，其中reading部分和project部分都是非常好的紧扣单元话题的阅读文本。
以模块1 U3 Reading Dying to be thin为例：要求学生写出三封电子邮件的主旨大意及所得教训。
【学生习作1】After reading three emails about “Dying to be thin”， we’ve learned that an actress called Amy has a slim figure after taking some weight-loss pills， which help her lose 7 kilograms in the last 2 months. As time goes by， however， Amy is now in hospital recovering from liver failure， because the pills she took contain a harmful chemical which caused her liver to fail. Meanwhile， from the story， we realize that nothing is important than health， just as Amy’s mother put it.
这篇学生习作就是成功的课堂教学的结晶。在课堂教学中，老师要求学生复述、探究文本的主旨大意，并且要求学生课后写出相应文本的内容概括。这样，既有利于提升学生的文本阅读能力，培养了学生对文本主旨大意的概括能力，又有利于提升学生的英语写作能力，促进学生短文改写能力的提高。从长远角度看，更有利于培养学生的语言综合运用能力。
3 反复揣摩试题中的阅读文本，强化学生语言组织能力。
一份高质量的英语试题，凝聚了命题人多少辛勤付出，是命题专家组集体智慧的交织。试题选材广泛，许多阅读文本甚至选自外国文学作品或报刊杂志。试题中优美的阅读文本不仅给学生提供了丰富的文化背景知识，而且还可以让学生从中学到优美的遣词造句和地道英语的表达，所以更值得学生去反复揣摩与研习。但是，学生普遍存在一种错误的认识：只要能做对试题就行了，文本优劣与我何干？其实不然，试题中的完形填空不仅考查了学生的逻辑推理能力，还考查了学生的语言运用概括理解能力；阅读理解题不仅考查了学生的阅读理解能力，还考查了学生的归纳概括能力，任务型阅读更是如此。阅读理解中最常考的试题便是给出主旨大意、文章标题以及文章续写等题型。因此，让学生学会概括完形填空、推断阅读理解以及续发事件等阅读文本题时，能用高级句型和高级词汇表达出来，才能真正强化语言组织能力。
以扬州市2016届高三第一学期期末考试试卷C篇阅读理解的第65题为例，What will probably be written in the following paragraph？
【学生习作2】Apart from the ways of assessing teenager-parent relationship mentioned in the passage， there exist other ways. Firstly， the good teenager-parent relationship is based on respecting and trusting each other. One on hand， parents can’t impose their ideas on their children， for their children， independent individuals， have their own ideas. On the other hand， children should listen to their parents’ advice， for they’re more experienced. Second， the good teen-parent relationship depends on understanding and tolerating each other. Even if there is some misunderstanding， always keep one thing in mind — whatever they do comes from their love for us. Therefore， it is necessary and advisable for children to exchange ideas with their parents so that the mutual misunderstanding between parents and children will be dispelled. 阅读理解是英语教学的核心内容之一，不仅要求学生理解所读材料的“语言”， 而且更重要的是理解“语意”。这篇学生习作，充分体现了综合运用所学语言知识的能力，包括阅读能力，理解能力，归纳概括能力，逻辑推理能力以及对材料的评估能力等。
4 用心品味经典美文中的阅读文本，提高学生语言鉴赏能力。
英语写作是流淌在纸上的话语，它记录了学生对生活的真切感受，表达出学生的情感要求，训练敏锐的目光，敏捷的思维及开阔的思路，培养学生用英语去思维的学习习惯。而经典美文就是最好的书面表达，它凸显了美文的心灵启迪，有助于学生扩大视野，丰富情感，感觉心灵的震撼，沐浴语言艺术的熏陶，是学生学习写作的典范和蓝本。在英语学习中，经典美文无疑会对英语写作起到“润物细无声”的作用。因此，学生课外用心品味诵读英文报刊、书籍等各类经典美文，养成良好的阅读习惯，积累了大量的美文素材，不仅能够培养学生的语感和领悟能力，而且提高了学生对美文的鉴赏能力、语言组织能力和表达能力。
以《21世纪报》口语大赛创作为例。
【学生习作3】
Does school always kill creativity？
It can be frequently seen that many people like to rage against schools killing creativity by exam-oriented education. There is no denying that some schools leave students too much homework， making them unable to spare time to think about creativity. Meanwhile， students are forced to prepare for endless examinations， at the expense of students’ after-class activities. As a result， schools focusing on student’s academic achievements are often notorious and being criticized.
However， I disagree with these narrow-minded opinions， for there are at least three reasons to support my ideas.
First， creativity is considered important in lots of schools. Most schools are not as rigid as people think. Some people just like to exaggerate the weaknesses which schools have. Actually， most schools do care about students’ development of creativity. Take my school as an example. Every week， our teachers select several students to read their excellent compositions， in order to exchange thoughts and inspire other students in creative writing. To some degree， it really works by getting everyone involved in the activities.
Second， creativity is based on the knowledge we obtain at school. In fact， basic knowledge is not the enemy of creativity， but a greenhouse for creativity to grow. Without the solid foundation it lays， our creativity will be like bubbles， easy to be punctured， which， to some extent， is true of the buildings without foundation. Only when we get a comprehensive understanding of one issue can we change it and do some innovations. In this case， British Educational Department’s choice to introduce Chinese ways to teach maths may prove China’s reasonable teaching method in maths.
Third， creativity is developed through independent effort. Those who aren’t willing to devote themselves to developing creativity often find excuses for themselves. There is no doubt that those who find excuses for them are bound not to develop creativity. Actually， it is we that depend on ourselves to develop creativity， it is we that learn to develop creativity， it is we that create conditions to develop creativity. After all， it is our own business to develop creativity instead of the schools’.
To conclude， the reasons I have referred to above are important for us to understand why schools are not always killing creativity， but on the contrary， they always help.
筆者发现，学生从平时的美文阅读中学会了合理布局文章的篇章结构，语言组织周密老练，排比的运用增强了语言气势，过渡自然，说理性强，是一篇非常不错的习作。
5 结束语
阅读写作不仅考查了学生归纳概括能力，而且也考查了学生英语综合运用能力和语言组织能力，它对学生的写作提出了很高的要求，这不仅需要教师在文本阅读教学中注重培养学生的能力，而且在课外文本阅读中也要加强指导，提高学生文本赏析能力。
参考文献
[1]中华人民共和国教育部.普通高中英语课程校准（实验）[S].北京：人民教育出版社，2003.
[2]汪富金.基于阅读文教教学培养学生读后写作能力[J].中学外语教与学，2017（01）：24-28.
作者单位
江苏省兴化中学 江苏省兴化市 225700