论文部分内容阅读
【摘要】故事板块是教材的核心内容,本文以一节故事教学课为例,探讨了在故事前预测、故事中理解、故事后拓展三个环节中,如何基于故事主题意义设计多层次的教学活动来培养学生的思维品质,促进学生英语学科核心素养的养成。
【关键词】主题意义;思维品质;故事教学
一、引言
《义务教育英语课程标准(2011年版)》明确指出,英语课程承担着培养学生基本英语素养和发展学生思维能力的任务(教育部,2012)。同时,《普通高中英语课程标准(2017年版)》也明确指出,英语课程应该把主题意义的探究视为教与学的核心任务,并以此整合学习内容,引领学生语言能力、文化意识、思维品质和学习能力的融合发展(教育部,2018)。所以,教师要将主题意义的探究作为学生学习语言的最重要的内容。而作为教材的核心内容故事板块,它集语言知识、语言功能于一体,能够使学生在语境中学,能在语境中用,能在语境中思。所以,教师可以从故事主题意义入手,整体设计具有思维含量的教学活动,引导学生学习理解故事深刻的主题内涵和文化价值。
本文以笔者执教的一节英语故事课为例,探讨如何在英语故事教学中有效实施对文本主题意义的探究,以培养学生思维品质和促成学生英语学科核心素养的养成。
二、教学内容与学情分析
本节课的教学内容广东版《开心学英语》六年级下Unit3 A Lucky Day的故事板块,故事主要描述了主人公Gogo为了寻找钥匙而去了不同的地方,其中在动物园里他遭遇了老虎,并被老虎追赶而侥幸逃脱。Gogo也因此受到了惊吓,去医院做检查没有大碍实属万幸。最后,Gogo竟然在自己书包里找到了丢失的钥匙,他真的是太幸运了。整个故事紧扣lucky一词,使得学生在学习故事内容的过程中,既为Gogo遇到的险境而紧张也为他最后有惊无险的结局而感到欣慰。
笔者一方面将引导学生了解Gogo所经历的故事情节作为明线,旨在梳理故事发展脉络,理解学习故事;另一方面,又将引导学生去深入探究Gogo虎口脱险的故事,告诉大家在学习生活中学会收拾好自己的物品,注意人身安全不能去危险的场所作为暗线,旨在让学生理解故事中蕴含着的思想、情感、态度和价值观。所以基于以上两条主线,笔者设计了多层次的教学活动,引导学生在活动中完成了对主题意义的探究。
本节课的授课对象为乡村小学六年级的学生,虽然他们已经学习英语多年,也具备了一定的英语阅读能力,但是主动用英语进行思维和表达的能力还是有待提高的。尽管如此,本次授课的教学内容、文本故事与学生认知水平与兴趣点还是比较切合的。
三、基于主题意义下培养学生思维品质的故事教学实践
1.故事前,预测文本主题,培养思维的灵活性
故事前,围绕故事的主题或者标题、人物、场景等进行读前预测是学生解读故事的前奏。在预测故事的过程中,学生必定要思考时间、地点、人物、事件等多个要素,其思维的灵活性得以锤炼,同时他们也会更有兴趣去解读故事。
在故事前激活话题环节,笔者通过引导学生谈论第一、二单元Gogo的故事得出了Gogo had a happy /magic day的结论。再通过引导学生观察图3,预测Gogo在新故事中又会有怎样的经历?他的心情如何?师生互动如下:
T:Look at picture 3. He is in the hospital. But he was smiling. What happened to him?
S1: Maybe he has a cold. But it’s not too bad.
S2: Maybe he wants to make friends with the nurse.
S3: Maybe he …
T: Good try. How does he feel?
S4: Maybe he is shy…
为了验证学生的预测,笔者第一次播放故事视频(此次播放视频只有动画,没有文字)并且请学生找到What happened to him ?的答案。
S5:Gogo lost his keys and had to find them everywhere.
T: Good job. Did Gogo find his keys ?
S6: Yes , he did. He found his keys in his bag.
T: So , Gogo is …. Gogo had a …day.
筆者引导学生说出 good , happy ,lucky, excited等词,然后及时板书这些形容词。而后,引导学生快速浏览故事,根据故事插图内容从黑板上选择最合适的形容词lucky补全了Gogo is lucky. Gogo had a lucky day.并且板书Gogo’s Lucky Day.
【设计意图】引导学生从已经学习和熟知的故事中,讨论Gogo的种种经历从而引出Gogo’s Lucky Day这个话题,并且补全故事标题为进一步探究故事主题意义做好了铺垫,从而也激发了学生探究文本主题的兴趣。
2.故事中,理解主题意义,培养思维的多元性
本次学习的故事按照一定的逻辑结构联系在一起,笔者根据故事的情节,引导学生由此及彼、由表及里,逐层解读故事,渐进式探究故事的主题意义,培养学生思维品质。
(1)观看视频,把握故事整体,培养思维的概括性
笔者第二次将故事视频播放给学生观看,不过这次播放视频,除了动画还有了文字信息,并且引导学生找出问题:Gogo lost his keys .Where did Gogo find his keys? How many places did he go?并完成Think and match的学习任务。 师生互动如下:
T: Gogo went to three places. What happened to him?
S1: He didn’t find his keys in his room.
S2: He …
【设计意图】通过再次观看的故事视频,既能帮助学生快速梳理故事的情节脉络,又能帮助学生从整体上把握故事的发展,培养了学生思维的概括性。
(2)品读故事,深入故事情节,培养思维的发散性
故事文本中的关键词lucky可以准确地揭示主题,于是笔者聚焦关键词设计了以下教学活动,引导学生深入文本,进行文本补白,学生的思维张力尽显。于是,学生的发散性思维得到了培养。
Task 1:
师生互动如下:
T: A tiger jumped on Gogo and ran after him. But Gogo ran away. What do you think of Gogo?
S1: Gogo ran away , He was lucky.
S2: The tiger didn’t hurt him. He was lucky.
T: Good try! Gogo had a lucky day. How does Gogo feel?
S3: Maybe, he is very happy. Because he ran away.
T: If you were Gogo , how would you feel?
S4: I am 刺激的、兴奋的。因为老虎没有追上我啊!
T: Yes , we would be excited.
S5:Maybe, I am 不安的. Because Gogo went to the hospital after that.
T: Wonderful . Gogo is lucky ,because he ran away. Gogo is happy . But he is upset, too.
T: Boys and girls. Can we look for things in the tiger cage? Why?
Ss: No , we can’t . 这太危险了。
T: So , what should we say to Gogo?
Ss: Be careful , Gogo. 你差点被老虎伤到了。
T:Gogo,don’t go to the tiger cage. It’s too dangerous. You must be careful. We must be careful , too.
【设计意图】通过阅读文本,浏览插图,引导学生思考故事情节之间的内在逻辑关系,提高了学生对故事的理解能力,也培养了学生思维的逻辑性、连贯性以及发散性,同时还能激活學生已有的生活经验,让他们感知到不能去危险的场所,要时刻注意安全的警示意义。
Task 2:
师生互动如下:
T: He is in the hospital . What did they say? Let’s read the story again and find out.
S1: The nurse says,“You’re lucky. You’re fine.”
T: Now , let’s think. What does Gogo say?
S2:Maybe he says,“Thank you. I’m OK.”
S3: I’m very lucky. The tiger didn’t hurt me.
S4: Oh , my God. I’m so excited. …
T:Excellent. And , he found the keys in his bag at last. Gogo…
Ss: Gogo is very ,very lucky . He had a lucky day.
【设计意图】笔者提出了一个开放性的问题What does Gogo say?激发学生围绕lucky这一主题,畅谈和体验Gogo遇险后的心情,让学生在基于主题意义理解故事的学习活动中,丰富了他们的情感和培养他们的思维品质。
Task 3: Discuss and talk
笔者紧扣关键词lucky,将对主题意义的探究引向对本文的再回顾、再整理、再挖掘,并且向现实生活推进,引发了学生的思考:自己的学习与生活当中遇到过什么样的小幸运呢?当自己碰到了这样的小幸运心情如何?情绪如何?在学生们积极思考与回答时,笔者还引导学生们了解小幸运能够让大家心情愉悦的同时还能在困境中看到希望这一本文之外的主题内涵。师生互动如下:
T: OK. Gogo had a lucky day. Now,let’s discuss and talk. Why was Gogo lucky?
S1: Gogo lost his keys but he found them in his bag . So , he was lucky.
S2: At the zoo , the tiger jumped on him but he was OK. So , he was lucky. S3: He met a very kind nurse .So , he was lucky.学生们被这个答案逗笑了。
T:An interesting answer. How about you ? Did you have a lucky day? What’s that?
S4: I had a lucky day. I got a little puppy from my uncle yesterday.
T: How do you feel , S4?
S4: I am very ,very happy.
T: Yes, luck makes you happy. How about you , S5?
S5: I have a good friend. She often helps me with my English.
T: How do you feel?
S5:I think I am lucky,因为我能够拥有一个愿意帮助我的好朋友。
T: Wow, you’re so lucky. And you can learn English well with her help. Luck give us hope. How about you, S6?
S6: Yesterday was rainy. 我没有伞,不能回家。这个时候,小凯借了一把雨伞给我。I’m very lucky.
T: Yes , you had a lucky day yesterday. So, luck can give us happy and hope.
【设计意图】笔者借助文本中的关键词lucky,激活了学生的探究思维,让学生讨论、思考文本之外的多种可能性,深化了故事主题的内涵:Luck can give us happy and hope。
(3)评鉴故事,感悟故事价值,培养思维的批判性
在学生预测、理解、朗读、表演故事的基础上,笔者鼓励学生从多角度评价故事内容、人物或者价值,从而使得学生评判性思维也在评价的过程中得以培养。
Task 1:对故事内容进行评价 Which part of the story do you like ? Why ?
S1: I like the part about tiger and Gogo. Because it’s an exciting running…
Task 2: 对故事人物进行评价What do you think of Gogo?
S2: He is careless . He should put away his keys.
S3: He is lucky. He found his keys at last.
Task 3: 对故事文本进行评价What can you learn from the story?
S1: Luck makes us happy. And, luck can give us hope.
S2:We should put away our things. 不要亂扔物品。
S3:We shouldn’t go to 危险的地方。
【设计意图】学生既是学习的主体,也是评价的主体。以上三个评价性的问题引导学生批判性地评价了故事的内容、人物以及文本价值等,这有利于学生辩证地吸收故事的精华,培养学生的批判性思维。
3.故事后,拓展主题情景,培养思维的创新性
为了鼓励学生能以独立或者合作的方式去思考、探讨和分享,使得学生聚焦主题意义的理解和以不同的方式诠释主题意义,笔者设计了不同层次的创编活动以培养学生思维的创新性。任务布置如下:
Task 1: 创编故事结尾Gogo found his keys in his bag. A few days later, …
Task 2: 学唱一首关于 I had a lucky day. 的英语歌曲。
Task 3: 绘编一个题为“I had a lucky day.”的故事
【设计意图】基于主题意义拓展的不同层次的创编任务能够关注到学生个体差异,能够最大限度满足学生的需求,激发学生超越故事本文,产生新的独特的想法与做法,并且在与他人的合作、分享中体验到了创造的乐趣。
四、结束语
在英语故事教学中,教师如果能够基于学生学情、紧扣故事文本,以主题意义探究为主线,设计出循序渐进的教学活动,就可以充分挖掘学生的潜能,为学生的思维发展提供有利条件,从而培养其思维品质。
参考文献:
[1]教育部.义务教学英语课程标准(2011版)[S].北京师范大学出版社,2012.
[2]教育部.普通高中英语课程标准(2017版)[S].北京师范大学出版社,2018.
[3]潘志琴.小学英语故事教学的问题与策略[J].中小学外语教学与研究,2018(3):12-15.
[4]蔡健妹,秦益锋.基于主题意义发展学生多元思维的绘本教学实践[J].中小学外语教学与研究,2020(1):13-18.
[5]广东人民出版社.义务教育教科书.开心学英语(三年级起点)六年级下册[M].广东人民出版社,2013.
【关键词】主题意义;思维品质;故事教学
一、引言
《义务教育英语课程标准(2011年版)》明确指出,英语课程承担着培养学生基本英语素养和发展学生思维能力的任务(教育部,2012)。同时,《普通高中英语课程标准(2017年版)》也明确指出,英语课程应该把主题意义的探究视为教与学的核心任务,并以此整合学习内容,引领学生语言能力、文化意识、思维品质和学习能力的融合发展(教育部,2018)。所以,教师要将主题意义的探究作为学生学习语言的最重要的内容。而作为教材的核心内容故事板块,它集语言知识、语言功能于一体,能够使学生在语境中学,能在语境中用,能在语境中思。所以,教师可以从故事主题意义入手,整体设计具有思维含量的教学活动,引导学生学习理解故事深刻的主题内涵和文化价值。
本文以笔者执教的一节英语故事课为例,探讨如何在英语故事教学中有效实施对文本主题意义的探究,以培养学生思维品质和促成学生英语学科核心素养的养成。
二、教学内容与学情分析
本节课的教学内容广东版《开心学英语》六年级下Unit3 A Lucky Day的故事板块,故事主要描述了主人公Gogo为了寻找钥匙而去了不同的地方,其中在动物园里他遭遇了老虎,并被老虎追赶而侥幸逃脱。Gogo也因此受到了惊吓,去医院做检查没有大碍实属万幸。最后,Gogo竟然在自己书包里找到了丢失的钥匙,他真的是太幸运了。整个故事紧扣lucky一词,使得学生在学习故事内容的过程中,既为Gogo遇到的险境而紧张也为他最后有惊无险的结局而感到欣慰。
笔者一方面将引导学生了解Gogo所经历的故事情节作为明线,旨在梳理故事发展脉络,理解学习故事;另一方面,又将引导学生去深入探究Gogo虎口脱险的故事,告诉大家在学习生活中学会收拾好自己的物品,注意人身安全不能去危险的场所作为暗线,旨在让学生理解故事中蕴含着的思想、情感、态度和价值观。所以基于以上两条主线,笔者设计了多层次的教学活动,引导学生在活动中完成了对主题意义的探究。
本节课的授课对象为乡村小学六年级的学生,虽然他们已经学习英语多年,也具备了一定的英语阅读能力,但是主动用英语进行思维和表达的能力还是有待提高的。尽管如此,本次授课的教学内容、文本故事与学生认知水平与兴趣点还是比较切合的。
三、基于主题意义下培养学生思维品质的故事教学实践
1.故事前,预测文本主题,培养思维的灵活性
故事前,围绕故事的主题或者标题、人物、场景等进行读前预测是学生解读故事的前奏。在预测故事的过程中,学生必定要思考时间、地点、人物、事件等多个要素,其思维的灵活性得以锤炼,同时他们也会更有兴趣去解读故事。
在故事前激活话题环节,笔者通过引导学生谈论第一、二单元Gogo的故事得出了Gogo had a happy /magic day的结论。再通过引导学生观察图3,预测Gogo在新故事中又会有怎样的经历?他的心情如何?师生互动如下:
T:Look at picture 3. He is in the hospital. But he was smiling. What happened to him?
S1: Maybe he has a cold. But it’s not too bad.
S2: Maybe he wants to make friends with the nurse.
S3: Maybe he …
T: Good try. How does he feel?
S4: Maybe he is shy…
为了验证学生的预测,笔者第一次播放故事视频(此次播放视频只有动画,没有文字)并且请学生找到What happened to him ?的答案。
S5:Gogo lost his keys and had to find them everywhere.
T: Good job. Did Gogo find his keys ?
S6: Yes , he did. He found his keys in his bag.
T: So , Gogo is …. Gogo had a …day.
筆者引导学生说出 good , happy ,lucky, excited等词,然后及时板书这些形容词。而后,引导学生快速浏览故事,根据故事插图内容从黑板上选择最合适的形容词lucky补全了Gogo is lucky. Gogo had a lucky day.并且板书Gogo’s Lucky Day.
【设计意图】引导学生从已经学习和熟知的故事中,讨论Gogo的种种经历从而引出Gogo’s Lucky Day这个话题,并且补全故事标题为进一步探究故事主题意义做好了铺垫,从而也激发了学生探究文本主题的兴趣。
2.故事中,理解主题意义,培养思维的多元性
本次学习的故事按照一定的逻辑结构联系在一起,笔者根据故事的情节,引导学生由此及彼、由表及里,逐层解读故事,渐进式探究故事的主题意义,培养学生思维品质。
(1)观看视频,把握故事整体,培养思维的概括性
笔者第二次将故事视频播放给学生观看,不过这次播放视频,除了动画还有了文字信息,并且引导学生找出问题:Gogo lost his keys .Where did Gogo find his keys? How many places did he go?并完成Think and match的学习任务。 师生互动如下:
T: Gogo went to three places. What happened to him?
S1: He didn’t find his keys in his room.
S2: He …
【设计意图】通过再次观看的故事视频,既能帮助学生快速梳理故事的情节脉络,又能帮助学生从整体上把握故事的发展,培养了学生思维的概括性。
(2)品读故事,深入故事情节,培养思维的发散性
故事文本中的关键词lucky可以准确地揭示主题,于是笔者聚焦关键词设计了以下教学活动,引导学生深入文本,进行文本补白,学生的思维张力尽显。于是,学生的发散性思维得到了培养。
Task 1:
师生互动如下:
T: A tiger jumped on Gogo and ran after him. But Gogo ran away. What do you think of Gogo?
S1: Gogo ran away , He was lucky.
S2: The tiger didn’t hurt him. He was lucky.
T: Good try! Gogo had a lucky day. How does Gogo feel?
S3: Maybe, he is very happy. Because he ran away.
T: If you were Gogo , how would you feel?
S4: I am 刺激的、兴奋的。因为老虎没有追上我啊!
T: Yes , we would be excited.
S5:Maybe, I am 不安的. Because Gogo went to the hospital after that.
T: Wonderful . Gogo is lucky ,because he ran away. Gogo is happy . But he is upset, too.
T: Boys and girls. Can we look for things in the tiger cage? Why?
Ss: No , we can’t . 这太危险了。
T: So , what should we say to Gogo?
Ss: Be careful , Gogo. 你差点被老虎伤到了。
T:Gogo,don’t go to the tiger cage. It’s too dangerous. You must be careful. We must be careful , too.
【设计意图】通过阅读文本,浏览插图,引导学生思考故事情节之间的内在逻辑关系,提高了学生对故事的理解能力,也培养了学生思维的逻辑性、连贯性以及发散性,同时还能激活學生已有的生活经验,让他们感知到不能去危险的场所,要时刻注意安全的警示意义。
Task 2:
师生互动如下:
T: He is in the hospital . What did they say? Let’s read the story again and find out.
S1: The nurse says,“You’re lucky. You’re fine.”
T: Now , let’s think. What does Gogo say?
S2:Maybe he says,“Thank you. I’m OK.”
S3: I’m very lucky. The tiger didn’t hurt me.
S4: Oh , my God. I’m so excited. …
T:Excellent. And , he found the keys in his bag at last. Gogo…
Ss: Gogo is very ,very lucky . He had a lucky day.
【设计意图】笔者提出了一个开放性的问题What does Gogo say?激发学生围绕lucky这一主题,畅谈和体验Gogo遇险后的心情,让学生在基于主题意义理解故事的学习活动中,丰富了他们的情感和培养他们的思维品质。
Task 3: Discuss and talk
笔者紧扣关键词lucky,将对主题意义的探究引向对本文的再回顾、再整理、再挖掘,并且向现实生活推进,引发了学生的思考:自己的学习与生活当中遇到过什么样的小幸运呢?当自己碰到了这样的小幸运心情如何?情绪如何?在学生们积极思考与回答时,笔者还引导学生们了解小幸运能够让大家心情愉悦的同时还能在困境中看到希望这一本文之外的主题内涵。师生互动如下:
T: OK. Gogo had a lucky day. Now,let’s discuss and talk. Why was Gogo lucky?
S1: Gogo lost his keys but he found them in his bag . So , he was lucky.
S2: At the zoo , the tiger jumped on him but he was OK. So , he was lucky. S3: He met a very kind nurse .So , he was lucky.学生们被这个答案逗笑了。
T:An interesting answer. How about you ? Did you have a lucky day? What’s that?
S4: I had a lucky day. I got a little puppy from my uncle yesterday.
T: How do you feel , S4?
S4: I am very ,very happy.
T: Yes, luck makes you happy. How about you , S5?
S5: I have a good friend. She often helps me with my English.
T: How do you feel?
S5:I think I am lucky,因为我能够拥有一个愿意帮助我的好朋友。
T: Wow, you’re so lucky. And you can learn English well with her help. Luck give us hope. How about you, S6?
S6: Yesterday was rainy. 我没有伞,不能回家。这个时候,小凯借了一把雨伞给我。I’m very lucky.
T: Yes , you had a lucky day yesterday. So, luck can give us happy and hope.
【设计意图】笔者借助文本中的关键词lucky,激活了学生的探究思维,让学生讨论、思考文本之外的多种可能性,深化了故事主题的内涵:Luck can give us happy and hope。
(3)评鉴故事,感悟故事价值,培养思维的批判性
在学生预测、理解、朗读、表演故事的基础上,笔者鼓励学生从多角度评价故事内容、人物或者价值,从而使得学生评判性思维也在评价的过程中得以培养。
Task 1:对故事内容进行评价 Which part of the story do you like ? Why ?
S1: I like the part about tiger and Gogo. Because it’s an exciting running…
Task 2: 对故事人物进行评价What do you think of Gogo?
S2: He is careless . He should put away his keys.
S3: He is lucky. He found his keys at last.
Task 3: 对故事文本进行评价What can you learn from the story?
S1: Luck makes us happy. And, luck can give us hope.
S2:We should put away our things. 不要亂扔物品。
S3:We shouldn’t go to 危险的地方。
【设计意图】学生既是学习的主体,也是评价的主体。以上三个评价性的问题引导学生批判性地评价了故事的内容、人物以及文本价值等,这有利于学生辩证地吸收故事的精华,培养学生的批判性思维。
3.故事后,拓展主题情景,培养思维的创新性
为了鼓励学生能以独立或者合作的方式去思考、探讨和分享,使得学生聚焦主题意义的理解和以不同的方式诠释主题意义,笔者设计了不同层次的创编活动以培养学生思维的创新性。任务布置如下:
Task 1: 创编故事结尾Gogo found his keys in his bag. A few days later, …
Task 2: 学唱一首关于 I had a lucky day. 的英语歌曲。
Task 3: 绘编一个题为“I had a lucky day.”的故事
【设计意图】基于主题意义拓展的不同层次的创编任务能够关注到学生个体差异,能够最大限度满足学生的需求,激发学生超越故事本文,产生新的独特的想法与做法,并且在与他人的合作、分享中体验到了创造的乐趣。
四、结束语
在英语故事教学中,教师如果能够基于学生学情、紧扣故事文本,以主题意义探究为主线,设计出循序渐进的教学活动,就可以充分挖掘学生的潜能,为学生的思维发展提供有利条件,从而培养其思维品质。
参考文献:
[1]教育部.义务教学英语课程标准(2011版)[S].北京师范大学出版社,2012.
[2]教育部.普通高中英语课程标准(2017版)[S].北京师范大学出版社,2018.
[3]潘志琴.小学英语故事教学的问题与策略[J].中小学外语教学与研究,2018(3):12-15.
[4]蔡健妹,秦益锋.基于主题意义发展学生多元思维的绘本教学实践[J].中小学外语教学与研究,2020(1):13-18.
[5]广东人民出版社.义务教育教科书.开心学英语(三年级起点)六年级下册[M].广东人民出版社,2013.