基于英语核心素养的英语说明文教学

杨翠芝　陈俊虎

《教育部关于全面深化课程改革，落实立德树人根本任务的意见》提出了核心素养这一重要理念，指出研制与构建学生核心素养体系是推进课程改革深化发展的关键环节。《高中英语课程標准》（待颁布）将英语学科核心素养归纳为语言能力、文化品格、思维品质和学习能力四个方面。

笔者本人一直关注学生思维品质的训练和学习能力的培养，以此为目标设计说明文、议论文、记叙文、应用文等教学课例，以此来实现育人的目标。

下面是以D（2013海淀二模）说明文（这是一篇典型的说理说明文）为例，谈谈我是怎样养成学生的英语思维模式，培养学生的学习能力的。具体过程见下文每一步的设计目的。

D（2013海淀二模—说明文）

Online shoppers would rather receive an offer for a product or service than make their own offer， according to a study led by a Michigan State University scholar that has implications for the fast-growing e-commerce industry. The findings may come as a surprise given that shopping online is an anonymous （匿名的） process that seemingly can give consumers more confidence to drive a hard bargain， said Don Conlon， Professor of Management in MSUs Broad College of Business.

But the study found that participants who made their own offers were less successful in sealing the deal and， when they were successful， worried they overpaid. Many shoppers found the process of researching an offer to be a hassle. “Americans are very busy， and its less time-consuming to be the one receiving the offer rather than the one proposing the offer，” Conlon said. “People tend to be happier when theyre in the receiver role.”

Online spending in the United States is expected to jump 45 percent in the next four years， from $226 billion this year to $327 billion in 2017， according to Forrester Research Inc. Nevertheless， researches into this prosperous market remain largely focused on the strategies of companies， rather than those of shoppers. Conlons study is， obviously， a rare exception.

Conlon got the idea for the study after considering the difference between two popular sites for hotels and airline flights， priceline.com， which takes bids， and hotwire.com， which provides offers. Using these two models， Conlon and his fellow researchers conducted a series of experiments with more than 850 people who were charged with booking a fictional hotel room and acquiring a fictional antique car. Not only did participants prefer to receive bids， Conlon said， but they also secured more deals in that receiver role. Further， when they had to make the bids， they were left more mentally taxed and regretful.

From an industry perspective， putting customers in the receiver role may help fill more hotel rooms and airplane seats. “If you're a business with a lot of product，” Conlon said， “you may want to be the one making the offers.” However， when selling single items， such as an antique car， accepting bids may be a better option since that typically drives up the price， he said.

1.Work out the main idea of each paragraph：

Para 1______________________

Para 2______________________

Para 3______________________

Para 4_______________________

Para 5_______________________

（設计目的：这一步骤主要是培养学生归纳主旨能力，同时，体会的段际间的横向关联：段际连贯思维方式和段际横向话题语义延展方式，从而培养学生对该体裁的心理预期并建立语篇信息框架意识。）

2.Whats the main idea of the whole passage？ Who is the passage intended for？

（设计目的：有了第一部分的铺垫，再一次让学生整体研究文章，着重关注首段和尾段的作用，提炼篇章结构，从而在做阅读理解时定位宏观信息---主旨要义、宏观结构、观点意图、情感倾向以及整体结构、主要内容的相关信息，培养学生深度思考的意识。）

3.Whats the relationship between Para 2 and Para 4？ And what is the functions of them ？

（设计目的：此环节主要为定位中观信息和微观信息做铺垫。让学生关注这几段之间的关系和首段、尾段之间的关系。这几段属于同级、横向的线性话题，围绕语篇核心话题呈现的不同的延展方式。所以， 此阶段可以很好地定位中观信息和微观信息。）

4.Whats the function of Para 3？

（设计目的：培养学生思维意识）

5.What is the function of the last Para graph？

（设计目的：培养学生思维意识）

6.What kind of type of article？ Narrative？ Argumentation？ Exposition ？ Practical writing？

（设计目的： 明确体裁， 掌握体裁特征，为以后同类体裁的阅读提供心理预期和说明文写作埋下伏笔。）

7.What is the feature/ structure of it？

（设计目的：培养学生深度思考习惯，真正达到训练思维目的。）

8.What does the “seal the deal” in Para. 2， in Line 1-2？ And what about “hassle” in Line 3？

（设计目的：训练根据语境猜测词义能力。题目设置问题聚焦第二自然段的核心话题，所以词的意思不难猜出。）

9.Five important phrases you have to understand “receive an offer”， “make an offer”， “take bids” ”take an offer” “propose the offer”（设计目的：同上）

编后语：

英语思维模为语篇信息提供了心理基础。英语民族和汉民族思维的主要差异为：“英美民族偏好抽象思维，汉民族擅长形象思维；英美民族偏好分析思维，汉民族偏重综合思维；英美民族偏好直线思维，汉民族重视辩证思维，汉民族习惯于曲线思维；英美民族注重于“对立式”思维，汉民族强调 ‘统一式思维”；英美民族的思维属于主体中心思维，汉民族的思维是一种主客体融合思维。“以英语为主要语言的西方国家和汉语国家人们的写作方式分别为直线和螺旋型”.