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英语批注式阅读教学的提出
《普通高中英语课程标准（实验稿）》（以下简称《课标》）指出八级的阅读技能目标是学生能在教师的帮助下欣赏浅显的英语文学作品，词汇量要累计到达30万词以上。九级的阅读目标则是可以阅读一般英文原著，并了解其主要情节与人物（中华人民共和国教育部，2003）。因此，要达到《课标》的要求，就必须拓展高中生的英语课外阅读。同时，我们在教学中发现现在的高中英语教学重语言轻思维，学生语言与思维的发展不同步。又基于英语学科核心素养的提出，更加强调思维品质的培养，具体反映在“思维的逻辑性、批判性、创造性等方面所表达的水平和特点”（陈琳，2016）。因此，我们在借鉴语文学科同行的经验基础之上，将拓展课外阅读与培养批判性思维相结合，提出了基于高中英语学科的“批注式阅读”教学理念。
语文批注式阅读是“批注者把林林总总的阅读所得、所感、所疑都书写（批注）在书眉页侧，与正文相映成趣”（孙立权，2005）。即学生自读文章，并对文章的内容与语言、思想感情与表现手法、语言特色以及精彩片段进行感知、思考，最后用符号或者文字加以标注的读书方法。这一阅读过程以学生对文本的直接领悟为出发点，是一个不断解读文本的动态过程。同时批注式阅读“既是一种阅读鉴赏，也是一种智慧的启迪”（顾锦霞，2009）。英语批注式阅读是学生在阅读文本过程中，用英语将自己对某一句话或段落的随想写在文本旁边，进行标注的阅读，是一种赏析式的批注式阅读。即学生的阅读不再是仅仅局限于语言的学习，而是被给予更多表达自己想法的空间，从而激发学生的思考能力以及培养学生的批判性思维。学生的阅读不再是各种客观学习任务驱使下的阅读，而是带着自己的思考进行主动阅读的动态思维过程。在这一过程中，学生可以自由表达观点与态度，更多富有创造性想法的火花便会迸发而出。本文介绍了我们开展批注式阅读教学的过程，以期和国内英语界同行交流。
批注式阅读实施案例分析：以《小王子》为例
1. 题材选择
《小王子》是法国作家安东尼·德·圣埃克苏佩里所写。书中以一名飞行员为故事叙述者，讲述了小王子从自己星球出发前往地球的过程中的各种历险。它虽然是儿童短篇小说，语言比较简单，但却集聚哲理与思考，充满了对人生的感悟。同时《小王子》有着丰富的象征意义，成为青少年的必读书籍（胡玉龙，1998）。而且人们可以从阅读过程中找到自己所想象的世界，因此吸引了各种年龄孩子们的兴趣（吴岳添，1994）。
在实际教学中，我们以2006年群言出版社的《小王子》为蓝本。将小说的27章按照不同的情节分为不同部分，每一部分即为一个意群（见表1）。一个意群所包括的不同章节中，每一章节后都有教师自己编写的Learning Tip，包括生词、句子、思考的问题以及故事复述、辩论或者其他形式的学习任务。在编写过程中，生单词都是课本中学习不到的词汇，如primeval，arithmetic，queer，wander off等；句子则为句式结构比较复杂的句子，有translation与paraphrase任务。而问题与讨论形式则根据不同章节进行有针对性的设计。每一节阅读课，给学生发一章的阅读文本内容。
2. 实施过程
这里以第一个意群为例，介绍批注式阅读教学的实施过程。
首先，教师请学生自读批注。学生在每周五的常规课进行阅读，每节课读一章，读完后完成教师设计的学习任务学案。阅读过程中，学生自己借助词典进行陌生词汇的理解。同时边读边将自己的所疑、所获、所想写在相对应的句子或者段落旁边，此为学生批注。第一个意群的阅读一共需要五节课，且每节课阅读任务与流程一致。这里介绍第一章的学习任务学案。
Learning Tips I
I. Word bank
magnificent // adj. very good or beautiful， and very impressive
primeval // adj. from the earliest period of the history of the world， very ancient
boa constrictor n. a large American snake that kills animals for food by winding its long body around them and crushing them
ponder // v. to think about sth. carefully for a period of time
arithmetic // n. the science of numbers involving adding， multiplying， etc.
encounter // n. an occasion when you meet someone
intimate // adj. having an extremely close friendship
II. Key sentences
1. In the course of this life I have had a great many encounters with a great many people who have been concerned with matters of consequence.
Translation： ___________________.
2. I would bring myself down to his level. Translation： ___________________. III. Thought-provoking questions 1. What is my job？ 2. What is the significance of the two drawings to me？
3. Why did I give up what might have been a magnificent career as a painter？
4. What do I mean by saying “I would bring myself down to his level.”？
5. What are the differences between adults and children according to me？
IV. Story-telling
Children and grown-up do differ in the definition of wisdom， essence （matters of consequence） and rationality. As Tagore wrote， “Baby knows all manner of wise word， though few on earth can understand their meaning.” You must have noticed or experienced the great misunderstanding stuck between children and adults. Share with us one of your childhood stories in which your imagination and creativity were somewhat killed by the adults， or what you thought reasonable was denied by the adults.
而后，教师批阅摘录。教师在收回学生的批注后会认真批阅并将写的精彩的批注一一记录在电脑里形成电子文档，以便讨论交流课分享。在批阅第一个意群的批注时，教师摘录出以下精彩批注：Maybe this is the so-called generation gap. Adults or our parents sometimes regard the creative thought as nonsense. They force us to give up dreaming and do something“useful”， but they don’t realize that they are murdering an imaginative angel. / Everyone needs to be lonely sometimes， because loneliness can make us think deeper. / Can the ideas from the minority groups be fully tolerated and respected？ / The growups just believe the thing they want to believe. / I felt disappointed when I read this paragraph because there were so many grown-ups forgetting their original heart of being a child./The prince said where he lives everything is very small. That means the child’s world is very small and full of mysteries， happiness， imagination and loneliness. For that reason， the little prince wants a small sheep that can live with him for a long time without loneliness. / A person who stands on the top of one aspect will suffer from more loneliness. Just like the little prince， he is rich in imagination， so nobody understands him.
接下来进行师生交流讨论。每一个意群读完后会有一节专门的分享讨论课。第一个意群的分享讨论课，具体实施过程如下：【授课题目】
A Critical Appreciation of The Little Prince （Chapter I—Chapter V）
Sense Group I—The differences between children and adults
【教学目标】
◆ 知识与能力
Knowledge
Students will be able to understand the basic
structure of British Parliamentary debate.
Ability
1. Students will be able to critically present their interpretations about what they will have read.
2. Students will be able to participate in the parliamentary debate following the formal procedures. ◆ 过程与方法
Through critical reading and thinking， students will be able to distinguish the differences between children and adults， and then contribute to the final debate：“Children or adults， which are closer to the essence of life？”
◆情感、态度与价值观
Students will be able to combine what they’ve read in the novel with their life and automatically make reflections and finally gain some life wisdom.
【学情分析】
Students in senior 2， on the one hand，have accumulated a large number of words and expressions through one-year intensive study in high school. Therefore， they are competent to deal with an authentic English novel to improve their reading and comprehending abilities. On the other hand， students’ critical thinking ability is in an urgent need of being developed.
【教学重点】
Cultivate students’ critical thinking and debating.
【教学难点】
Help students to find appropriate language to express their thoughts.
【教学方法】
1. Teaching strategies： question-driven； discourse analysis
2. Learning strategies： cognitive strategy；
social strategy； discussion； debating
【教学过程】
Step I. Lead-in the topic
Help students clarify the meaning of“critical”
1. Invite some students to share their understanding of “critical”.
2. Teacher’s response： Actually，“critical” means involving lots of fair and careful judgments about good or bad qualities of things. If you want to be critical， you need to be always questioning， doubting， challenging and commenting on the ideas presented by others.
Step II. Share students’ critical comments
Ask students to read the critical comments they made when reading the novel. By showing concrete examples of good commentaries， students will know the real meaning of being critical and how to make critical commentaries.
1. Maybe this is the so-called generation gap. Adults or our parents sometimes regard the creative thought as nonsense. They force us to give up dreaming and do something “useful”， but they don’t realize that they are murdering an imaginative angel. （To define a term）
2. Everyone needs to be lonely sometimes， because loneliness can make us think deeper. （To think deeper）
3. Can the ideas from the minority groups be fully tolerated and respected？ （To arouse attention）
4. The grown-ups just believe the thing they want to believe. （To comment on an entity）
Step III. Critically analyze the novel to a deeper extent Lead students to go back to the novel to explore the major issue presented in chapter I to Chapter V： The differences/ conflicts between children and adults
The critical analysis will be driven by a series of questions.
Chapter I：
Main question： What are the possible reasons for the adults to discourage me as a painter？
Sub-questions： Are the adults right or wrong to persuade me to be a practical pilot rather an imaginative painter？ What does a child lose and gain in the process of becoming an adult？ What is to blame in killing the imagination of a child？
Chapter II：
Main question： In what way does the little prince show/demonstrate his quality of being imaginative？
Sub-question： Why did the little prince only accept the sheep in the box instead of the previous three sheep I drew for him？
Chapter III：
Main question： Why does the little prince think it is a queer idea to tie the sheep？
Sub-questions： Is there any absolute freedom？
Chapter IV：
Main question： How did the Turkish astronomer get his discovery accepted and recognized by the world？
Sub-questions： What do the adults really care about？ How about the children？
Step IV. Debating section
Debating form： British Parliamentary Debate
Debating topic： This house believe that adults are closer to the essence of life.
1. Preparation
T： Now， we can see that children and adults do differ in a variety of aspects. Last question for you to think about：
Children or adults， which are closer to the essence of life？
This is our today’s debating topic. According to our former class vote， 30 students are in favor of the adults being closer to the essence of life， while 26 students are in favor of the opposite. So the 30 students will be the affirmative side， and the 28， negative side. Since we’re gonna have parliamentary debate， so we need to change question into a declarative debating sentence：
This house believes that adults are closer to the essence of life.
T： Each side consists of three major debaters and all the rest are assistant debaters who are gonna help the major debaters draft their arguments.
This parliamentary debate has three sections. First of all， the first and second debater from each side are gonna take turns to state their points. Secondly， we are gonna have the most exciting free debating section. In the free debate， the major debater will stop and the assistant debaters， you are gonna take turns to debate. Finally， the third major debater from each side are gonna make summary. I will act as the chair， but I will invite you to decide the winner.
Now， major debaters， you have 5 minutes to organize your assistant debaters to draft your points. Go to your groups！
2. Debate
T： Now， let’s welcome the major debaters to take the seats！ Ladies and gentlemen， welcome to the debate. The debating topic is： This house believes that adults are closer to the essence of life.
Section I—Formal debate
Section II—Free debate
Section III—Conclusion
Section IV—Comment
I should say it’s amazing to see all of you guys have done such a great job！ Not only have you applied so many debating/ organizational skills into the debate， but also you have fully used your critical thinking as your powerful weapons to argue back and forth. All of you guys deserve a great congratulation！
Yet still you’ve a long way to go. For instance， some of you are more of a speaker than a debater. For a debater， he/ she is always taking others’ points into consideration before he/she makes his/ her own ones. However， you just put your points first， others’ second. That’s not the way of debating. But the real purpose of debating is not to decide which side is the winner， but to help debaters become clearer and smarter during the process.
Back to our debating topic， children and adults actually are not contradictory but complementary， because every adult once was a child and every child is on the way to be an adult. That means， though we have already been adults， we can also have a pure， innocent and imaginative heart. I think that is what the little prince is trying to tell us： by combining these two columns of qualities together， we will be closest to the essence of life.
3. 教学评价与师生角色
在教学结束后，我们并未以分数的形式来对学生进行精确评估。我们从学生的表达意愿、学习任务的完成程度和学生词汇量增加程度三个方面进行整体评估。我们设置了读后续写、读后续说等任务来综合考量。此外，我们还会在日常的常规课教学中注重学生的表达等方面。因为不同的学生，进步程度有所不同，所以这些标准不能统一而为，也不能量化而为，而是一个逐渐变化的动态的过程。我们对于自身教学的评估，主要依据以下三点：第一，是否注重对学生思维能力的培养；第二，是否关注词汇教学策略；第三，是否注重民主课堂的创设，真正体现以学生为主体。在教学中，教师时刻将这三点映在脑海。
学生与教师均是读者，都要进行阅读批注。此外，教师还是欣赏者与引导者，要欣赏学生所做的批注并引导学生进行师生交流互动。
批注式阅读实施的一般原则及注意事项
批注式阅读有两种方法，即符号批注与文字批注。符号批注即在阅读时，读者边读边想，并将自己的所获、所疑与所感进行圈点勾画。或者将其写出，则为文字批注（韩中凌，2009）。我们在英语批注式阅读教学过程中，将两种方法有机结合，形成了“学生自读——教师批阅——师生分享”三阶段模式（详见图1）。
值得注意的是，学生的批注式阅读均在课上进行，没有课下的阅读任务。同时，在交流讨论过程中，词汇的讲解不是关键，关键是引导学生欣赏语言以及体会语言蕴含的思想。并且进行师生间思想的碰撞，不再是学生听老师讲，而是给予学生足够的发言权，让学生表达自己的心声，充分激发学生的思考能力。批注式阅读的精髓在于生成批注后的交流讨论，而不仅仅是批注的过程。
结语
通过批注式阅读教学的实施，学生提高了对英语语言学习的兴趣。学生的英语学习不再是背词汇、做语法，为了应试考试而学习，而是真正地欣赏感受英语语言，体会语言中包含的思想，并表达自己的态度与看法。这使得学生有更多的发言权，而不是一味地听老师讲。其次，学生从小说中学到了很多“活”的语言，感受到了原汁原味英语的魅力。如第一章中的at all clearsighted以及第十二章中的an impregnable silence。这些在课本中学不到的语言，在小说中会有很多。学习这些将会使学生自己的语言变得更丰富、更灵活、更地道。再者，学生的批判性思维得到了极大的锻炼，对英语的学习不再只关注信息层面，而是加强了用英语思考问题的意识以及英语表达的能力。这些在学生所做的批注中都可以看到。这与英语学科核心素养之一的“思维品质”相照应。“思维品质”的培养具体反映在“思维的逻辑性、批判性、创造性等方面所表达的水平和特点”（陈琳，2016）。而批注式阅读教学，正是对思维品质培养的实践探索。
在批注式阅读教学实施过程中，也遇到了一些问题。如时间不够用。学生只能课上阅读，课下没时间。同时教师在阅读学生的批注并从中挑出值得讨论的批注时较为耗费心力。在未来教学中，希望能适当增加课外阅读量并可以形成系列小说阅读课。
参考文献
陈琳. 颂“学生发展核心素养体系”[J].英语学习（教师版），2016（01）：05-06.
顾锦霞. “批注”式阅读在教学中的应用[J].新课程研究，2009（161）：140-141.
韩中凌.“批注式阅读教学”的基本操作程序[J]. 内蒙古教育，2009（1）：37-39.
胡玉龙. 《小王子》的象征意义[J]. 外国文学评论，1998（01）：33-38.
孙立权. “语文教育民族化”的一个尝试——批注式阅读[J]. 东疆学刊，2005（1）：102-105.
吴岳添. 《小王子》的魅力[J]. 外国文学评论，1994（04）：138.
颜晓霞. 不动笔墨不读书——批注式阅读教学探寻[J]. 福建论坛·人文社会科学版，2011（S1）：210-211.
中华人民共和国教育部. 普通高中英语课程标准（实验稿）[S]. 北京：人民教育出版社，2003.
《普通高中英语课程标准（实验稿）》（以下简称《课标》）指出八级的阅读技能目标是学生能在教师的帮助下欣赏浅显的英语文学作品，词汇量要累计到达30万词以上。九级的阅读目标则是可以阅读一般英文原著，并了解其主要情节与人物（中华人民共和国教育部，2003）。因此，要达到《课标》的要求，就必须拓展高中生的英语课外阅读。同时，我们在教学中发现现在的高中英语教学重语言轻思维，学生语言与思维的发展不同步。又基于英语学科核心素养的提出，更加强调思维品质的培养，具体反映在“思维的逻辑性、批判性、创造性等方面所表达的水平和特点”（陈琳，2016）。因此，我们在借鉴语文学科同行的经验基础之上，将拓展课外阅读与培养批判性思维相结合，提出了基于高中英语学科的“批注式阅读”教学理念。
语文批注式阅读是“批注者把林林总总的阅读所得、所感、所疑都书写（批注）在书眉页侧，与正文相映成趣”（孙立权，2005）。即学生自读文章，并对文章的内容与语言、思想感情与表现手法、语言特色以及精彩片段进行感知、思考，最后用符号或者文字加以标注的读书方法。这一阅读过程以学生对文本的直接领悟为出发点，是一个不断解读文本的动态过程。同时批注式阅读“既是一种阅读鉴赏，也是一种智慧的启迪”（顾锦霞，2009）。英语批注式阅读是学生在阅读文本过程中，用英语将自己对某一句话或段落的随想写在文本旁边，进行标注的阅读，是一种赏析式的批注式阅读。即学生的阅读不再是仅仅局限于语言的学习，而是被给予更多表达自己想法的空间，从而激发学生的思考能力以及培养学生的批判性思维。学生的阅读不再是各种客观学习任务驱使下的阅读，而是带着自己的思考进行主动阅读的动态思维过程。在这一过程中，学生可以自由表达观点与态度，更多富有创造性想法的火花便会迸发而出。本文介绍了我们开展批注式阅读教学的过程，以期和国内英语界同行交流。
批注式阅读实施案例分析：以《小王子》为例
1. 题材选择
《小王子》是法国作家安东尼·德·圣埃克苏佩里所写。书中以一名飞行员为故事叙述者，讲述了小王子从自己星球出发前往地球的过程中的各种历险。它虽然是儿童短篇小说，语言比较简单，但却集聚哲理与思考，充满了对人生的感悟。同时《小王子》有着丰富的象征意义，成为青少年的必读书籍（胡玉龙，1998）。而且人们可以从阅读过程中找到自己所想象的世界，因此吸引了各种年龄孩子们的兴趣（吴岳添，1994）。
在实际教学中，我们以2006年群言出版社的《小王子》为蓝本。将小说的27章按照不同的情节分为不同部分，每一部分即为一个意群（见表1）。一个意群所包括的不同章节中，每一章节后都有教师自己编写的Learning Tip，包括生词、句子、思考的问题以及故事复述、辩论或者其他形式的学习任务。在编写过程中，生单词都是课本中学习不到的词汇，如primeval，arithmetic，queer，wander off等；句子则为句式结构比较复杂的句子，有translation与paraphrase任务。而问题与讨论形式则根据不同章节进行有针对性的设计。每一节阅读课，给学生发一章的阅读文本内容。
2. 实施过程
这里以第一个意群为例，介绍批注式阅读教学的实施过程。
首先，教师请学生自读批注。学生在每周五的常规课进行阅读，每节课读一章，读完后完成教师设计的学习任务学案。阅读过程中，学生自己借助词典进行陌生词汇的理解。同时边读边将自己的所疑、所获、所想写在相对应的句子或者段落旁边，此为学生批注。第一个意群的阅读一共需要五节课，且每节课阅读任务与流程一致。这里介绍第一章的学习任务学案。
Learning Tips I
I. Word bank
magnificent // adj. very good or beautiful， and very impressive
primeval // adj. from the earliest period of the history of the world， very ancient
boa constrictor n. a large American snake that kills animals for food by winding its long body around them and crushing them
ponder // v. to think about sth. carefully for a period of time
arithmetic // n. the science of numbers involving adding， multiplying， etc.
encounter // n. an occasion when you meet someone
intimate // adj. having an extremely close friendship
II. Key sentences
1. In the course of this life I have had a great many encounters with a great many people who have been concerned with matters of consequence.
Translation： ___________________.
2. I would bring myself down to his level. Translation： ___________________. III. Thought-provoking questions 1. What is my job？ 2. What is the significance of the two drawings to me？
3. Why did I give up what might have been a magnificent career as a painter？
4. What do I mean by saying “I would bring myself down to his level.”？
5. What are the differences between adults and children according to me？
IV. Story-telling
Children and grown-up do differ in the definition of wisdom， essence （matters of consequence） and rationality. As Tagore wrote， “Baby knows all manner of wise word， though few on earth can understand their meaning.” You must have noticed or experienced the great misunderstanding stuck between children and adults. Share with us one of your childhood stories in which your imagination and creativity were somewhat killed by the adults， or what you thought reasonable was denied by the adults.
而后，教师批阅摘录。教师在收回学生的批注后会认真批阅并将写的精彩的批注一一记录在电脑里形成电子文档，以便讨论交流课分享。在批阅第一个意群的批注时，教师摘录出以下精彩批注：Maybe this is the so-called generation gap. Adults or our parents sometimes regard the creative thought as nonsense. They force us to give up dreaming and do something“useful”， but they don’t realize that they are murdering an imaginative angel. / Everyone needs to be lonely sometimes， because loneliness can make us think deeper. / Can the ideas from the minority groups be fully tolerated and respected？ / The growups just believe the thing they want to believe. / I felt disappointed when I read this paragraph because there were so many grown-ups forgetting their original heart of being a child./The prince said where he lives everything is very small. That means the child’s world is very small and full of mysteries， happiness， imagination and loneliness. For that reason， the little prince wants a small sheep that can live with him for a long time without loneliness. / A person who stands on the top of one aspect will suffer from more loneliness. Just like the little prince， he is rich in imagination， so nobody understands him.
接下来进行师生交流讨论。每一个意群读完后会有一节专门的分享讨论课。第一个意群的分享讨论课，具体实施过程如下：【授课题目】
A Critical Appreciation of The Little Prince （Chapter I—Chapter V）
Sense Group I—The differences between children and adults
【教学目标】
◆ 知识与能力
Knowledge
Students will be able to understand the basic
structure of British Parliamentary debate.
Ability
1. Students will be able to critically present their interpretations about what they will have read.
2. Students will be able to participate in the parliamentary debate following the formal procedures. ◆ 过程与方法
Through critical reading and thinking， students will be able to distinguish the differences between children and adults， and then contribute to the final debate：“Children or adults， which are closer to the essence of life？”
◆情感、态度与价值观
Students will be able to combine what they’ve read in the novel with their life and automatically make reflections and finally gain some life wisdom.
【学情分析】
Students in senior 2， on the one hand，have accumulated a large number of words and expressions through one-year intensive study in high school. Therefore， they are competent to deal with an authentic English novel to improve their reading and comprehending abilities. On the other hand， students’ critical thinking ability is in an urgent need of being developed.
【教学重点】
Cultivate students’ critical thinking and debating.
【教学难点】
Help students to find appropriate language to express their thoughts.
【教学方法】
1. Teaching strategies： question-driven； discourse analysis
2. Learning strategies： cognitive strategy；
social strategy； discussion； debating
【教学过程】
Step I. Lead-in the topic
Help students clarify the meaning of“critical”
1. Invite some students to share their understanding of “critical”.
2. Teacher’s response： Actually，“critical” means involving lots of fair and careful judgments about good or bad qualities of things. If you want to be critical， you need to be always questioning， doubting， challenging and commenting on the ideas presented by others.
Step II. Share students’ critical comments
Ask students to read the critical comments they made when reading the novel. By showing concrete examples of good commentaries， students will know the real meaning of being critical and how to make critical commentaries.
1. Maybe this is the so-called generation gap. Adults or our parents sometimes regard the creative thought as nonsense. They force us to give up dreaming and do something “useful”， but they don’t realize that they are murdering an imaginative angel. （To define a term）
2. Everyone needs to be lonely sometimes， because loneliness can make us think deeper. （To think deeper）
3. Can the ideas from the minority groups be fully tolerated and respected？ （To arouse attention）
4. The grown-ups just believe the thing they want to believe. （To comment on an entity）
Step III. Critically analyze the novel to a deeper extent Lead students to go back to the novel to explore the major issue presented in chapter I to Chapter V： The differences/ conflicts between children and adults
The critical analysis will be driven by a series of questions.
Chapter I：
Main question： What are the possible reasons for the adults to discourage me as a painter？
Sub-questions： Are the adults right or wrong to persuade me to be a practical pilot rather an imaginative painter？ What does a child lose and gain in the process of becoming an adult？ What is to blame in killing the imagination of a child？
Chapter II：
Main question： In what way does the little prince show/demonstrate his quality of being imaginative？
Sub-question： Why did the little prince only accept the sheep in the box instead of the previous three sheep I drew for him？
Chapter III：
Main question： Why does the little prince think it is a queer idea to tie the sheep？
Sub-questions： Is there any absolute freedom？
Chapter IV：
Main question： How did the Turkish astronomer get his discovery accepted and recognized by the world？
Sub-questions： What do the adults really care about？ How about the children？
Step IV. Debating section
Debating form： British Parliamentary Debate
Debating topic： This house believe that adults are closer to the essence of life.
1. Preparation
T： Now， we can see that children and adults do differ in a variety of aspects. Last question for you to think about：
Children or adults， which are closer to the essence of life？
This is our today’s debating topic. According to our former class vote， 30 students are in favor of the adults being closer to the essence of life， while 26 students are in favor of the opposite. So the 30 students will be the affirmative side， and the 28， negative side. Since we’re gonna have parliamentary debate， so we need to change question into a declarative debating sentence：
This house believes that adults are closer to the essence of life.
T： Each side consists of three major debaters and all the rest are assistant debaters who are gonna help the major debaters draft their arguments.
This parliamentary debate has three sections. First of all， the first and second debater from each side are gonna take turns to state their points. Secondly， we are gonna have the most exciting free debating section. In the free debate， the major debater will stop and the assistant debaters， you are gonna take turns to debate. Finally， the third major debater from each side are gonna make summary. I will act as the chair， but I will invite you to decide the winner.
Now， major debaters， you have 5 minutes to organize your assistant debaters to draft your points. Go to your groups！
2. Debate
T： Now， let’s welcome the major debaters to take the seats！ Ladies and gentlemen， welcome to the debate. The debating topic is： This house believes that adults are closer to the essence of life.
Section I—Formal debate
Section II—Free debate
Section III—Conclusion
Section IV—Comment
I should say it’s amazing to see all of you guys have done such a great job！ Not only have you applied so many debating/ organizational skills into the debate， but also you have fully used your critical thinking as your powerful weapons to argue back and forth. All of you guys deserve a great congratulation！
Yet still you’ve a long way to go. For instance， some of you are more of a speaker than a debater. For a debater， he/ she is always taking others’ points into consideration before he/she makes his/ her own ones. However， you just put your points first， others’ second. That’s not the way of debating. But the real purpose of debating is not to decide which side is the winner， but to help debaters become clearer and smarter during the process.
Back to our debating topic， children and adults actually are not contradictory but complementary， because every adult once was a child and every child is on the way to be an adult. That means， though we have already been adults， we can also have a pure， innocent and imaginative heart. I think that is what the little prince is trying to tell us： by combining these two columns of qualities together， we will be closest to the essence of life.
3. 教学评价与师生角色
在教学结束后，我们并未以分数的形式来对学生进行精确评估。我们从学生的表达意愿、学习任务的完成程度和学生词汇量增加程度三个方面进行整体评估。我们设置了读后续写、读后续说等任务来综合考量。此外，我们还会在日常的常规课教学中注重学生的表达等方面。因为不同的学生，进步程度有所不同，所以这些标准不能统一而为，也不能量化而为，而是一个逐渐变化的动态的过程。我们对于自身教学的评估，主要依据以下三点：第一，是否注重对学生思维能力的培养；第二，是否关注词汇教学策略；第三，是否注重民主课堂的创设，真正体现以学生为主体。在教学中，教师时刻将这三点映在脑海。
学生与教师均是读者，都要进行阅读批注。此外，教师还是欣赏者与引导者，要欣赏学生所做的批注并引导学生进行师生交流互动。
批注式阅读实施的一般原则及注意事项
批注式阅读有两种方法，即符号批注与文字批注。符号批注即在阅读时，读者边读边想，并将自己的所获、所疑与所感进行圈点勾画。或者将其写出，则为文字批注（韩中凌，2009）。我们在英语批注式阅读教学过程中，将两种方法有机结合，形成了“学生自读——教师批阅——师生分享”三阶段模式（详见图1）。
值得注意的是，学生的批注式阅读均在课上进行，没有课下的阅读任务。同时，在交流讨论过程中，词汇的讲解不是关键，关键是引导学生欣赏语言以及体会语言蕴含的思想。并且进行师生间思想的碰撞，不再是学生听老师讲，而是给予学生足够的发言权，让学生表达自己的心声，充分激发学生的思考能力。批注式阅读的精髓在于生成批注后的交流讨论，而不仅仅是批注的过程。
结语
通过批注式阅读教学的实施，学生提高了对英语语言学习的兴趣。学生的英语学习不再是背词汇、做语法，为了应试考试而学习，而是真正地欣赏感受英语语言，体会语言中包含的思想，并表达自己的态度与看法。这使得学生有更多的发言权，而不是一味地听老师讲。其次，学生从小说中学到了很多“活”的语言，感受到了原汁原味英语的魅力。如第一章中的at all clearsighted以及第十二章中的an impregnable silence。这些在课本中学不到的语言，在小说中会有很多。学习这些将会使学生自己的语言变得更丰富、更灵活、更地道。再者，学生的批判性思维得到了极大的锻炼，对英语的学习不再只关注信息层面，而是加强了用英语思考问题的意识以及英语表达的能力。这些在学生所做的批注中都可以看到。这与英语学科核心素养之一的“思维品质”相照应。“思维品质”的培养具体反映在“思维的逻辑性、批判性、创造性等方面所表达的水平和特点”（陈琳，2016）。而批注式阅读教学，正是对思维品质培养的实践探索。
在批注式阅读教学实施过程中，也遇到了一些问题。如时间不够用。学生只能课上阅读，课下没时间。同时教师在阅读学生的批注并从中挑出值得讨论的批注时较为耗费心力。在未来教学中，希望能适当增加课外阅读量并可以形成系列小说阅读课。
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