刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2020-01-27 来源:校园英语杂志社

    作者:鲁利玲
      阅读,是一种思维的训练,逻辑的养成,就其本质而言,是读者连续不断思考的过程。思维是阅读的核心与主题,贯穿阅读的始终。没有思维,就不能称之为真正的阅读。培育和发展学生的思维品质,构建以思维为核心的阅读活动体系,,应是我们英语教师在阅读教学中的一种自觉追求。
      一、思维的基础点找到最近发展区
      教师首先应该深钻教材,研究学情,把握教材的重点、难点,根据学生的知识水平和心理特点,找准诱发他们思维的兴趣点来精心设问、发问。恰到好处的提问对激发学生的思维非常重要。
      例如,针对五上Unit 8 At Christmas中Story time的教学,曾听过两位老师的同课异构。教师1从谈话导入:
      T: What date is it today?
      Ss: It’s the 20th of December.
      T: What holiday is coming soon?
      S: Christmas.
      T: Yes. Christmas is coming soon. Today we’ll learn Unit 8 Christmas.
      (Ss read the title together)
      T: We always have a lot of fun at Christmas. What do people do at Christmas?
      ...
      教师2和学生交流如下:
      T: What date is it today?
      Ss: It’s the 20th of December.
      T: Christmas is coming soon.I think you know something about Christmas. Could you tell us?
      S1: Christmas is on the 25th of December.
      S2: People usually give presents to each other.
      S3: Father Christmas gives presents to children on Christmas Eve.
      T: Oh, you know a lot about Christmas. Here’s a book about Christmas written by Mike. But it is unfinished, please work in pairs, read and make the story book together...
      雖然两位教师都从日期导入,都让学生说出什么节日即将到来。但第一位教师忽视了学生的主体地位,只是一味牵着学生进入文本,生硬地完成自己的教学设计。第二位教师关注了学生已有的相关知识经验,设计了巧妙的提问,激发他们的已有知识储备,充分尊重他们的话语权,从而使学生的观点成为新知识的生长点,建构起了新的知识经验。
      二、思维的训练点设计开放性的问题
      课堂提问一般分为封闭性问题和开放性问题。封闭性问题包含着教师期待的确定答案,开放性问题一般比较开放,无确定答案,学生回答时可以自由发挥。教师设计提问时要以开放性问题为主,培养学生的创新思维能力。
      例如,在教学六下 Unit 1 The lion and the mouse的Story time最后一幅图时,老师和学生作了如下交流:
      T: Boys and girls, why did they become friends? Which animal do you like better now?
      S1: I like the mouse because the mouse helped the lion.
      S2: I like the lion because the lion was the king of the forest, it was large and strong. He didn’t eat the small and weak mouse. And they became good friends at last.
      S3: I like the mouse because it’s cute and clever.
      S4: I like the mouse because it’s helpful.
      通过询问学生狮子和老鼠成为朋友的真正原因,自然引出富有德育内涵的名言警句: A friend in need is a friend indeed.在阅读教学中教师要鼓励学生敢于突破惯性思维,敢于对问题产生不同见解,还要及时有效地评价学生的精彩发言,呵护他们的创造性思维。
      三、思维的创新点:演绎精彩的“补白”
      教材往往会给教师和学生留下不确定的“空白”,教师可以在发掘和填充“空白”的过程中对文本进行再创造。教师要善于利用教材“空白”,引导学生参与和发挥想象,促使他们用自己独特的体会去阐释、演绎精彩的“留白”。
      例如,六下Unit 3 A healthy diet中Cartoon time板块讲述的故事是:Sam和妈妈一起去超市购物,他们买了饮料、一条大鱼和一大袋米。在回家路上过桥时,Sam手一滑,鱼直接落入了河中。在学生了解了故事大意后,教师抓住了“留白点”设计了这样一个问题:
      T: Sam’s fish falls into the river. If you were Sam, what would you do then? Please imagine and talk about it.