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摘 要:本文以人教版教材为例,探讨高中英语叙事性语篇阅读教学的“去碎片化”:解读文本主题,构建信息间联系;设计教学主线,问题链串联意义;设计读后活动,平衡输入与输出。
关键词:去碎片化;高中英语;阅读教学;叙事性语篇
一、引言
“碎片化”是高中英语阅读教学种的突出问题。“碎片化”最典型的表现可归纳为三类:指关注局部表述,不关注整体意义;只孤立要素,不关注复杂语境;只关注语言形式,不关注意义驱动(徐浩,2018)。要规避阅读教学“碎片化”,教师首先需深入研读语篇,确定单元主题和教学目标,并围绕单元主题整合语篇,梳理核心语言,设计以教学目标为导向,围绕核心任务展开多层次活动,让学生开展深度学习。教学中做到“整中有碎,碎中有整,整碎相融,相得益彰”(施丽华、朱旭彬,2018)。
以人教版教材(2004年版)高中英语必修三第五单元叙事性语篇为例,实践“去碎片化”的阅读教学。
二、教学实践
(一)解读文本主题,构建信息间联系“去碎片化”
探究主题意义应是学生语言学习最重要的内容,直接影响学生语篇理解的程度、思维发展的水平和语言学习的成效(教育部,2018,以下简称《课标》)。而文本解读是英语阅读教学的逻辑起点:文本解读是否准确、充分、多元直接影响课堂有效性。
研读语篇A Trip on “The True North”和“The True North” from Toronto to Montreal后,笔者不禁深思:第一,两姐妹的“游记”涉及加拿大的自然和人文地理概况,如人口数量、国土面积、农业种植、气候特点、体育活动、特有动物、城乡差异、淡水资源和森林资源等。信息丰富但散落,若不设计聚焦主题的问题链,课堂会失去焦点,学生仅感知“碎片化”的加拿大概况。第二,语篇以时间线索串联信息,如何分层整合时间、路线、见闻和感受,帮助学生梳理、提取和整合事实信息并产生新的意义呢?进而引导学生阐释更多的something?因此,设计信息联系梳理见图1:主题聚拢信息,实施“去碎片化”教学。
(二)设计教学主线,问题链串联意义“去碎片化”
课堂一切教学活动本质上是提问,问题质量直接决定课堂教学活动的质量。教师从“有技术的提问”到“有艺术的提问”。语篇中,“碎”的是加拿大概况的诸多事实信息,“整”的是加拿大各个城市的独特性;“碎”的是姐妹俩“听闻”加拿大的主观感受,“整”的是读者阅读此游记后的自我理解。因此,提炼3个关键问题串联教学主线:①What was Li Daiyu and Liu Qian's impression on Canada after the trip?(整体阅读,感知主角游历加拿大的直观感受,属于学习理解类英语学习活动)②What is the uniqueness of each city mentioned?(局部阅读,概括加拿大各城市的显著特征,属于应用实践类英语学习活动)③What is your impression on Canada from the trip?(阅读反思,构建有关加拿大国家概况的结构化知识,属于迁移创新类英语学习活动)。由此,形成问题链如下。
1.What is the main idea of the texts?(focus on 5W1H)(鼓励学生整体阅读后的整体感知)
2.What was Li Daiyu and Liu Qian's impression on Canada after the trip?
3.What was Danny's comment on Canada?(聚焦课堂主线large cities和great scenery)
4.What is the uniqueness of each city mentioned?
5.Which city would you like to visit most? Why?(復述回忆加拿大各城市特征细节,形成结构化知识)
6.Of the descriptions about each city,which is the most picturesque? Why?(关注和学习描述性语言)
7. After the trip,what did they learn about Canada?
8.What is your impression on Canada from the trip?(Comment with evidence from the text) 9.What is a Canadian in your opinion?
其中,问题8和9鼓励学生运用所学知识和语言,创造性地表达他们对加拿大与加拿大人的理解。从课堂生成看,学生对加拿大见解呈现多元化:a once France-ruled country,a friendly country,a multicultural country……问题链很好地帮助学生由浅入深,整合观点与文本信息。
(三)设计读后活动,平衡输入与输出“去碎片化”
读后活动是利用阅读文本开展教学活动的一个环节,旨在促进学生在新的语境中应用相关语言和内容去表达意义、表达思想,使阅读课堂“学伴用随”“学思并举”(葛炳芳,2018)。为平衡好输入与输入,实现“去碎片化”的语言学习,设计读后活动Write a summary on their trip,学生的作品如下:
Li Daiyu and her cousin Liu Qian took a trip on “The True North” from west to east across Canada. Along the way,they passed by several large cities as well as saw great scenery. Their first arrival was Vancouver,the warmest part of Canada,which is famous for its thrilling activities like skiing and sailing. Then they arrived in Calgary,which is famous for the Calgary Stampede. Talented cowboys would gather to compete every year to show their excellent skills. Their next stop was Thunder Bay,a busy port city at the top of the Great Lakes,which provides Canada with enough fresh water. The next noon they arrived in Toronto,which kept them spellbound with its CN Tower,Niagara Falls,the covered stadium and Chinatown. Toronto is really a cultural landscape. At dawn,they stopped in Montreal which has a “French” culture. What an experience they had in Canada!
該学生用“时间变化链”和“地点转换链”巧妙地呈现了“两姐妹”的旅程,语篇信息整合度高,意义阐释到位,“去碎片化”的学习体验好。
三、结束语
解读文本主题,构建信息间联系;设计教学主线,问题链串联意义;设计读后活动,平衡输入与输出,是实现高中英语阅读教学“去碎片化”的有效途径。
参考文献:
[1]徐浩.英语阅读教学中的整合与分解──从“碎片化”问题谈起[J].英语学习(教师版),2018,(10):4.
[2]施丽华,朱旭彬.邹议阅读教学的“碎片化”现象和处理建议[J].英语学习(教师版),2018,(10):14-17.
[3]教育部.普通高中英语课程标准(2017年版)[M].北京:人民教育出版社,2018.
[4]葛炳芳.英语阅读教学中的读后活动:理念、策略与思考[J].英语学习(教师版),2018,(12):5-7.
关键词:去碎片化;高中英语;阅读教学;叙事性语篇
一、引言
“碎片化”是高中英语阅读教学种的突出问题。“碎片化”最典型的表现可归纳为三类:指关注局部表述,不关注整体意义;只孤立要素,不关注复杂语境;只关注语言形式,不关注意义驱动(徐浩,2018)。要规避阅读教学“碎片化”,教师首先需深入研读语篇,确定单元主题和教学目标,并围绕单元主题整合语篇,梳理核心语言,设计以教学目标为导向,围绕核心任务展开多层次活动,让学生开展深度学习。教学中做到“整中有碎,碎中有整,整碎相融,相得益彰”(施丽华、朱旭彬,2018)。
以人教版教材(2004年版)高中英语必修三第五单元叙事性语篇为例,实践“去碎片化”的阅读教学。
二、教学实践
(一)解读文本主题,构建信息间联系“去碎片化”
探究主题意义应是学生语言学习最重要的内容,直接影响学生语篇理解的程度、思维发展的水平和语言学习的成效(教育部,2018,以下简称《课标》)。而文本解读是英语阅读教学的逻辑起点:文本解读是否准确、充分、多元直接影响课堂有效性。
研读语篇A Trip on “The True North”和“The True North” from Toronto to Montreal后,笔者不禁深思:第一,两姐妹的“游记”涉及加拿大的自然和人文地理概况,如人口数量、国土面积、农业种植、气候特点、体育活动、特有动物、城乡差异、淡水资源和森林资源等。信息丰富但散落,若不设计聚焦主题的问题链,课堂会失去焦点,学生仅感知“碎片化”的加拿大概况。第二,语篇以时间线索串联信息,如何分层整合时间、路线、见闻和感受,帮助学生梳理、提取和整合事实信息并产生新的意义呢?进而引导学生阐释更多的something?因此,设计信息联系梳理见图1:主题聚拢信息,实施“去碎片化”教学。
(二)设计教学主线,问题链串联意义“去碎片化”
课堂一切教学活动本质上是提问,问题质量直接决定课堂教学活动的质量。教师从“有技术的提问”到“有艺术的提问”。语篇中,“碎”的是加拿大概况的诸多事实信息,“整”的是加拿大各个城市的独特性;“碎”的是姐妹俩“听闻”加拿大的主观感受,“整”的是读者阅读此游记后的自我理解。因此,提炼3个关键问题串联教学主线:①What was Li Daiyu and Liu Qian's impression on Canada after the trip?(整体阅读,感知主角游历加拿大的直观感受,属于学习理解类英语学习活动)②What is the uniqueness of each city mentioned?(局部阅读,概括加拿大各城市的显著特征,属于应用实践类英语学习活动)③What is your impression on Canada from the trip?(阅读反思,构建有关加拿大国家概况的结构化知识,属于迁移创新类英语学习活动)。由此,形成问题链如下。
1.What is the main idea of the texts?(focus on 5W1H)(鼓励学生整体阅读后的整体感知)
2.What was Li Daiyu and Liu Qian's impression on Canada after the trip?
3.What was Danny's comment on Canada?(聚焦课堂主线large cities和great scenery)
4.What is the uniqueness of each city mentioned?
5.Which city would you like to visit most? Why?(復述回忆加拿大各城市特征细节,形成结构化知识)
6.Of the descriptions about each city,which is the most picturesque? Why?(关注和学习描述性语言)
7. After the trip,what did they learn about Canada?
8.What is your impression on Canada from the trip?(Comment with evidence from the text) 9.What is a Canadian in your opinion?
其中,问题8和9鼓励学生运用所学知识和语言,创造性地表达他们对加拿大与加拿大人的理解。从课堂生成看,学生对加拿大见解呈现多元化:a once France-ruled country,a friendly country,a multicultural country……问题链很好地帮助学生由浅入深,整合观点与文本信息。
(三)设计读后活动,平衡输入与输出“去碎片化”
读后活动是利用阅读文本开展教学活动的一个环节,旨在促进学生在新的语境中应用相关语言和内容去表达意义、表达思想,使阅读课堂“学伴用随”“学思并举”(葛炳芳,2018)。为平衡好输入与输入,实现“去碎片化”的语言学习,设计读后活动Write a summary on their trip,学生的作品如下:
Li Daiyu and her cousin Liu Qian took a trip on “The True North” from west to east across Canada. Along the way,they passed by several large cities as well as saw great scenery. Their first arrival was Vancouver,the warmest part of Canada,which is famous for its thrilling activities like skiing and sailing. Then they arrived in Calgary,which is famous for the Calgary Stampede. Talented cowboys would gather to compete every year to show their excellent skills. Their next stop was Thunder Bay,a busy port city at the top of the Great Lakes,which provides Canada with enough fresh water. The next noon they arrived in Toronto,which kept them spellbound with its CN Tower,Niagara Falls,the covered stadium and Chinatown. Toronto is really a cultural landscape. At dawn,they stopped in Montreal which has a “French” culture. What an experience they had in Canada!
該学生用“时间变化链”和“地点转换链”巧妙地呈现了“两姐妹”的旅程,语篇信息整合度高,意义阐释到位,“去碎片化”的学习体验好。
三、结束语
解读文本主题,构建信息间联系;设计教学主线,问题链串联意义;设计读后活动,平衡输入与输出,是实现高中英语阅读教学“去碎片化”的有效途径。
参考文献:
[1]徐浩.英语阅读教学中的整合与分解──从“碎片化”问题谈起[J].英语学习(教师版),2018,(10):4.
[2]施丽华,朱旭彬.邹议阅读教学的“碎片化”现象和处理建议[J].英语学习(教师版),2018,(10):14-17.
[3]教育部.普通高中英语课程标准(2017年版)[M].北京:人民教育出版社,2018.
[4]葛炳芳.英语阅读教学中的读后活动:理念、策略与思考[J].英语学习(教师版),2018,(12):5-7.