摘 要：讀后续写高考新题型在高中写作课堂中缺乏高效的教学方法，本文以一节基于读后续写任务而开展的高一学生师生合作评价写作研讨课为例，探讨如何通过阅读课与写作课结合以及教、练、评有机融合使得写作课贴近教学、贴近课堂、贴近学生，从不同维度促进学生英语读写能力提升。
　　关键词：读后续写;师生合作评价;高中英语写作
　　作者简介：徐丹（1995.01-），女，安徽铜陵人，南京市第十二中学，教师，硕士，研究方向：英语教育。
　　一、引言
　　读后续写是近年来高考英语新题型，在教学界引发广泛关注。该题型要求考生基于一篇350词左右的阅读材料及段落开头语等提示信息进行写作，使所写文本（150词左右）与所读材料形成衔接合理、情节连贯、结构完整及风格统一的连续体，读后续写在发挥学生主观能动性和创造性的同时要求学生充分理解阅读材料，从语言、情节和篇章等多个维度延续阅读文本。读后续写理论依据为王初明教授提出的写长法，，写长法具有三大促学优势：激发表达动机、凸显语境作用、借力互动促学。
　　适当的课堂评价是重要的教学策略和学习方式，有着激发学生学习兴趣、引导学生思维发展和助力学业发展的关键作用。“师生合作评价” （teacher-student collaborative assessment） 是产出导向法（production-oriented approach）团队提出的新评价形式，指基于学生已产出的写作文本进行课前教师典型样本详批、课内教师提示学生评价重点、课内学生评价典型样本、练习巩固评价重点知识等步骤，旨在有效补充各种评价方式。这一评价方式最早旨在提升大学英语教学质量，但越来越多研究将其运用到中小学英语教学并发现它对中小学生英语写作、口语能力的提升有显著作用。
　　高一学生面临着初高中衔接跨度大、英语知识技能储备薄弱等问题，对英语写作普遍有畏难心理。在当前高中英语教学中，英语写作未受到足够重视，存在教学理念陈旧、形式化等问题，学生普遍存在不敢写、写不出、写不好等问题。针对以上问题，笔者就译林版高一必修一第二单元拓展阅读“Mama and Her Bank Account”设计并开展了一节写作研讨课，课堂内容为基于阅读课的读后续写任务进行师生合作评价。
　　二、课堂内容
　　（一）任务布置
　　在写作评价课之前，笔者就高一必修一第二单元拓展阅读“Mama and Her Bank Account”进行常规教学，重点引导学生掌握以下重点内容：
　　文章体裁：Short story
　　故事背景：A family living in the US in the early 1900s
　　人物：Mama， Papa， Nels， Katrin， Christine， Dagmar
　　情节：
　　1.开端：We gathered around the table to watch Mama allocate the money earned by Papa to daily expenses.
　　2.发展：Family members offered their own helps to solve pr-
　　oblems related to money for Nels， Christine and Dagmar， all with the thinking that we did not want to draw from the bank account.
　　3.结尾：I found out that Mama made up the bank account to make the family members feel secure.
　　4.主题：A mother has deep love for her children and does whatever she can to protect them.
　　在阅读课结束时，给学生布置以下读后续写任务：
　　请根据拓展阅读内容和所给段落开头语续写两段，使之构成一篇完整的短文，续写词数应为100左右;
　　Only at this time did I realize that Mama had made a white lie to protect us， so I decided to be as strong and successful as she had wished for us.
　　When I became a parent with my own child / children， I also made some necessary white lies to them， which originated from nothing but my deep love.
　　（二）确定评价典型样本
　　笔者在收到学生作文后快速浏览，按照典型性、循序渐进性和可教性原则标注作文中存在的共性的典型问题。本篇拓展阅读是记叙文，一般过去时是其语言形式上突出特点，续写任务的段首提示语也限制了续写内容也应为一般过去时。高一学生在时态一致方面常常犯错，在本次写作任务中39份样本里有32份都存在一般过去时和一般现在时混用的情况，因此确定评价焦点为一般过去时时态一致。
　　根据这一典型问题笔者确定一篇典型样本如下：
　　Only at this time did I realize that Mama had made a white lie to protect us， so I decided to be as strong and successful as she had wished for us. I became more hardworking. Sometimes I wrote novels very late and didn't sleep until I was very sleepy. But their are still less people buy my novels for a long time. Because of my Mama's white lie， I understand a lot. So I never lose heart and always look on the bright side. Everything comes to him who waits. Finally， my novels were very famous， and a lot of people bought my book all over the world. Then I built a real bank account for my Mama and Papa.

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