初中英语阅读课有效提问策略探究

喻艳霞

引言

提问是课堂教学的重要环节之一，是师生互动、交流的纽带，是提升学生思维水平的重要方式，是有效教学的重要保障。在各学科教学中，英语课堂上的提问频率较高，答问的频率也较高。因此，研究初中英语阅读教学有效提问策略意义深远。

一、当前初中英语阅读教学存在的问题

（一）问题指向单一，学生思路受限

大多数初中英语教师习惯设计和使用“封闭式问题”进行教学。在以封闭式问题为主的英语阅读课堂中，学生只能按照既定的方向思考问题，答案往往是教师预先设置好的，且是唯一的。面对此类问题，学生的思考角度单一，想象空间狭窄，思维参与度低，难以发散思维，限制了思维品质的发展。

（二）问题比例不均，难易层次失衡

教师设计的问题缺乏层次性和连贯性，杂乱无章。展示型、参阅型和评估型问题的比率严重失调，往往是展示型问题过多，思维参与度较高的参阅型和评估型问题较少。学生思考问题流于表面，无法深入。

（三）信息提取零散，整体意识缺乏

教师在阅读教学中太过注重对词汇和句子的讲解，注重文本细节并进行“肢解式”提问，缺乏宏观意识。这导致学生主次不分，重点不明，提取到的信息支离破碎，难以形成从整体角度感知课文、理解课文的能力。

（四）局限浅层文本，推理思维缺乏

在初中英语阅读教学过程中，教师的教学视野仅仅局限于文本表层，无法引导学生进行更深层次的阅读，导致他们缺乏推理思维，只是浅层理解。

（五）忽略质疑过程，批判思维淡化

“质疑是创新的起点，质疑的过程实际上是一个积极思维的过程。”（付薇 2015）很多英语教师错误地认为，“英语作为一门外语，学生能够读懂文章就足够了”。这种片面的认识导致部分教师错失了许多能引发学生质疑的契机，且没有充分、有效利用阅读材料，从而影响了学生批判性思维的发展。

二、初中英语阅读课有效提问的策略

问题是启发思维的重要载体，能够引导学生的思维由低阶层次向高阶层次发展，从而促进其批判性思维能力的形成。初中英语阅读课教学可以分为读前、读中、读后三个阶段。教师可以依据文本内容，遵循教育规律，根据阅读教学中每个环节的具体教学目标和教学任务，设计有效问题来展开具体的课堂教学活动。在初中英语阅读课教学中，教师可以通过读前启智导入、读中释疑解惑、读后延伸拓展，从而实现提升学生思维能力和阅读教学质量的目标。

（一）读前激发兴趣——以问为引，启发先行

良好的开端是成功的一半。优秀的课堂导入对提升初中英语阅读教学效果能起到事半功倍的作用。

1.关注兴趣，激发阅读期待

在导入环节重点关注学生学习兴趣的激发，让学生在阅读期待中进入阅读情境。在这之前，教师一定要走进课文，吃透教材，准确把握文本内容，了解学情，设计具有启发性、趣味性的问题，最大程度地激发学生的阅读兴趣。

【教学案例1】

在教学人教版新目标Go for it! 八年级（上）Unit 7 Section B 2b Do you think you will have your own robot?时，教师可以在幻灯片上显示robot 这个词，并提出以下4 个问题：

Q1：When you see the word “robot”，what do you want to know?

S1：I want to know the history of robots.

S2：I want to know how to make a robot.

S3：I want to know what they look like.

S4：I want to know what they can do.

Q2：Yes，you want to know a lot about the robot，and today we will talk about their shapes and things they can do.Can you tell me，in your opinion，what robots look like?

S1：They look like humans.

S2：They look like snakes.

S3：They look like dogs.

让学生针对robot 一词展开想象，说出他们自己想要知道些什么，以此预测本堂课的主要内容，并根据已有知识说出机器人的形状和功能。通过激活学生已有的知识经验，建立新、旧知识之间的联系，为阅读扫除障碍，并在阅读过程中验证学生的预测。

Q3：We have so many shapes of robots.What can they do?

S1：They can dance.

S2：They can play the instruments.

S3：They can shake hands.

S4：They can do the housework.

S5：They can sing.

Ss：...

T：They can not only do the same things as us，but even do better than us.Look! What are they doing?（幻灯片显示机器人做家务的情景）

Ss：They are doing housework.

T：Do you think doing housework is interesting?

Ss：No.

T：So the robots can help with the housework and do the most unpleasant jobs.The robots are useful and helpful.Do you like them?

Ss：Yes.

Q4：Do you think you will have your own robot in the future?Now read the passage to see whether all the scientists agree with us，and try to do true or false.

在阅读期间，第一遍，学生通过录音机跟读并回答对错题；第二遍，在轻音乐的伴奏下，学生自己阅读并找出信息：课文中提到了哪些种类的机器人？它们能做什么？通过这种方式提高学生阅读和捕捉信息的能力。

以上4 个问题激发了学生对文章的阅读兴趣。学生期待在文章中找到相关问题的答案，这种阅读期待能更好地帮助他们进入有效阅读。学生在阅读完后纷纷举手回答教师提出的问题，课堂气氛活跃，阅读能力和口语表达能力也得到了提升。

2.关注悬念，建立阅读期待

除了趣味性问题之外，教师还可以提出一些高难度问题，以激发学生的阅读期待和阅读兴趣，从而引导其更好地走进文本，探寻问题的答案。

【教学案例2】

标题是文本的重要组成部分，是一篇文章的点睛之笔。读者在开始真正阅读文本之前，都会先关注标题。标题的内容往往与文章的内容密切相连，对文本标题的探究和预测能有效体现评判性阅读策略的运用。

在教学人教版新目标Go for it! 七年级（下）Unit 3 Section B 2b Crossing the River to School 时，教师可以先让学生阅读标题和文章中的插图，然后提问。在学生回答问题的过程中，教师应鼓励他们对阅读材料展开大胆猜测，从而对即将阅读的内容充满期待。

（先对文章中的插图进行提问）

T：Look at this picture.Can you imagine how the students get to school?

Ss：They go on a ropeway to cross the river to school.

（再对文章标题Crossing the River to School 进行提问）

T：Please look at the title.Can you imagine why the students go to school like this?

S1：Because there is a very big river between their school and the village.

S2：Because there is no bridge and the river runs too quickly for boats.

学生在问题的引领下展开联想，带着自己预测的答案阅读文本。标题的预测与探究非常有利于阅读策略的训练，也有利于评判性阅读教学的开展。在这样的阅读课堂中，学生参与的积极性较高，不仅提升了对标题的理解和分析能力，而且提升了审题、判断、质疑、推理和创新等能力。

3.关注关联，开启阅读联想

在导入环节中，教师可以借助事物之间的联系设计问题，即通过事物之间纵向的联系或横向的联系，新、旧知识之间的联系来设计问题，然后提出问题并让学生回答，以激活他们头脑中已有的知识，促使其联想新知，达到激活思维并启发阅读联想的目的。

【教学案例3】

在教学人教版新目标Go for it! 七年级（下）Unit 10 Section B 2b Birthday Food Around the World 时，教师可以通过设计问题导入新课，使学生在积极思考、解决问题的同时开始新的阅读与探索。例如：

T：Good morning，boys and girls.How are you today?

Ss：We are fine.How are you?

T：I am fine，too.Tomorrow is my birthday.I like celebrating my birthday.On my birthday I like asking some of my friends to my house and have a big dinner and a big birthday cake.Do you like celebrating your birthday，S1?

S1：Yes，I do.

T：What would you like to eat on your birthday?

S1：I would like to eat delicious food and a big birthday cake.

S2：I would like to ask some of my friends to eat seafood in a big restaurant.

T：When is your father’s birthday?

S3：My father’s birthday is on December tenth.

T：How does your family celebrate your father’s birthday?

S4：My mother cooks a big dinner.We sit by the table and enjoy the delicious food.Then we have a big cake.

T：When is your grandfather’s birthday?

S5：My grandfather’s birthday is on November ninth.

T：What food would your grandfather like to eat?（纵向联系）

S6：He would like some noodles with eggs.

T：Different people like different food on their birthday in China.What food would people like to eat on their birthday in the UK?（横向联系）

S7：I think they like birthday cakes with candles.

T：Yes.You are right.So this class we will learn Birthday Food Around the World.Let’s find out what food people in China and in the UK would like to eat on their birthday?（启发阅读联想）

（二）读中提高效率——以问为方，整体阅读

阅读主要靠学生完成。教师可以采用问题化策略组织教学，并结合上下文分析文本，帮助学生解答疑惑，促使他们完成阅读任务，提高阅读效率。

1.关注重点，梳理文本思路

教师应抓住文本的重点信息，根据文本内容设计问题，指导学生梳理文本思路，从而深入理解文本内容。另外，在梳理文本的过程中，教师应该遵循学生的认知规律和接受能力，依据文本的逻辑发展设计问题，并关注设问的连贯性、序列性及层次性，让学生在一种积极探究的氛围中参与阅读体验。

【教学案例4】

在教学人教版新目标Go for it! 七年级（下）Unit 12 Section B 2b Reading A Weekend to Remember 时，教师可以设计以下问题，帮助学生把握文章重点。

Q1：How was Lisa’s last weekend?

Q2：What place did Lisa’s parents take them to for a special gift last weekend?

Q3：What did Lisa and her family do in a small village in India?

Q4：How did Lisa and her family get to a lake in the countryside?

Q5：What did Lisa and her family do after they got to the lake?

Q6：What did they do on the first night?

Q7：What did Lisa and her sister see when they looked out of their tent?

Q8：How did Lisa feel?

Q9：What did Lisa and her sister do to let their parents know about the danger?

Q10：What did her father do?

Q11：What lesson did Lisa learn from the weekend?

S1：It was interesting but scary.

S2：Lisa’s parents took them to India for a special gift.

S3：They went camping.

S4：They took a long bus ride to a lake in the countryside.

S5：They put up their tents and made a fire to keep them warm and cook food on.

S6：They just sat under the moon and told each other stories.

S7：They saw a big snake when they looked out of their tents.

S8：She was so scared that she couldn’t move.

S9：They shouted to their parents to let them know about the danger.

S10：Her father started to jump up and down in their tent.

S11：Don’t go near snakes.

学生在初步理解文意的基础上，带着问题阅读文章。通过二次阅读，学生积极回答教师提出的问题，增强了对文本的理解，加深了对文本的印象和感受。学生快速捕捉信息、整合内容和解决实际问题的能力得到了提高，从而达到了有效阅读的目的。在这一环节中，学生的阅读技巧得到了锻炼，阅读能力得到了提高，而且他们更好地抓住了文本重点，强化了对文章内涵的理解。

2.关注难点，加深阅读体悟

学生阅读理解的难点在于对文章主旨的把握、难句的理解和阅读技巧的运用。教师可以在学生掌握文章主要内容的基础上，结合文章内涵及其延伸意义设计问题。在难点问题的设计上，教师应围绕中心句设疑，注重提问策略，从而帮助学生突破难点，加深对文本内容和主旨的理解。

【教学案例5】

把握文本主题，围绕主题展开的阅读活动是有效课堂的关键所在。教师可以结合文本的体裁结构、作者的创作意图及标题等定位和把握文章主题，并设计问题。

在教学人教版新目标Go for it! 八年级（下）Unit 9 Section B 2b Reading Singapore—A Place You Will Never Forget!时，教师可以设计以下问题：

T：Can you tell me why Singapore is a place you will never forget?

S1：Singapore is a place I will never forget because I will find a lot of food from China，India，western countries and Japan in it.

S2：Singapore is a place I will never forget because it has a Night Safari.

S3：Singapore is a place I will never forget because the temperature is almost the same all year round.

T：Why can you speak Putonghua a lot of time in Singapore?

S4：I can speak Putonghua a lot of time in Singapore because more than three quarters of the population are Chinese.

T：Why is the best time to watch some animals at night?

S5：A lot of animals only wake up at night so it is the best time to watch them at night.

T：Why is the temperature almost the same all year round?

S6：It is because the island is so close to the equator.

另外，许多文本的主题不一定很明显地体现在文本内容中，教师可以结合作者意图或文章标题设问，以引导学生把握文本主题。

3.关注亮点，理解阅读主题

阅读的亮点往往就是文章的精髓所在。亮点有鲜明的主旨信号，但有时与文章的重点或难点重叠。教师可以对亮点处进行提问，从而引导学生挖掘文章的内涵，深入理解文章的含义，实现阅读的价值。

【教学案例6】

在教学人教版新目标Go for it! 八年级（上）Unit 7 Section 2b Reading Do you think you will have your own robot?时，教师可以设计以下问题，以达到深化阅读主题的目的。

T：What year will it be in 22 years?

Ss：It will be 2035.

T：Can you imagine the life in 2035? Now let’s see a movie about life in 2035.

在学生观看短片后，教师再次发问：

T：Do you like the life in 2035? Do you think you will have your own robot in 2035?

If you say yes，that will be yes.If you say no，that will be no.Today，I bring a time capsule.Let’s imagine，and write down your predictions on the paper.Then I will put it into the time capsule.When the year is 2035，I will open this time capsule and show my students what you have written on the paper to see whether it becomes true or not.

Do you want to know my opinion in the year of 2035?

Ss：Yes.

T：I hope that in the year of 2035，there will be no wars in the world.

No blood，no wounds，no death，no hate，only love and responsibility.

We live together and love each other.There is no difference between us.And this is my dream，my greatest happiness.

（三）读后巩固效果——以问为线，拓展提升

练习是阅读课的关键环节，是对课堂教学效果的直观检测。通过练习的方式，教师教的效果和学生学的效果都能得到很好的检验。教师以问为线，串联各语言知识点，从而帮助学生更好地提高语言能力和阅读技能。

1.以问促练，巩固阅读知识

在课堂上，教师应鼓励学生自主提问、互问互答。在教师和学生互动的过程中，可以达到更好的课堂效果，从而更好地提高学生的语言表达能力和思维能力。

【教学案例7】

在教学人教版新目标Go for it!九年级Unit 11 Section A 3a Reading The Shirt of a Happy Man（PartⅠ）时，在复习巩固环节，教师可以鼓励学生提出自己的调查性问题，再鼓励其他学生作答。如下：

T：Can you ask a question about the passage to the whole class，S1?

S1：Yes，I can.What does the writer want to tell us?

S2：Power can’t make a person happy.

S3：A lot of wealth can’t make a person happy.

S4：A person who is worried about something is not happy.

S5：Power isn’t everything.

S6：Money isn’t everything.

S7：A famous person may be unhappy.

S8：A poor person may be a happy person.

S9：A person who is in good health may be a happy person.

采用小组竞赛的方式，让学生在理解语篇的基础上，口头再现并升华文本信息，增强了复习与巩固的效果。

2.以问促思，提升思维水平

在读后环节，教师应创设新的探究性情境，通过问题引领的方式提升学生的思维能力，引导学生围绕文章内容和主题思考、想象和探究，以拓展其思维空间，提升其思维水平。

【教学案例8】

在教学人教版新目标Go for it! 九年级Unit 7 Section B 2b Reading Should I Be Allowed to Make My Own Decisions?时，在复习巩固环节，教师可以设计以下问题：

T：Why do Liu Yu’s parents not allow Liu Yu to practice his hobby at night?

S1：His parents believe that Liu Yu should study hard in the evenings so they don’t allow him to practice running at night.

T：Do you think Liu Yu should be allowed to practice his hobby as much as he wants?

S2：I think Liu Yu should be allowed to practice his hobby as much as he wants because if he wants to achieve his dreams he must practice running more.

T：Why or why not?

S3：I think Liu Yu shouldn’t be allowed to practice his hobby as much as he wants because if he doesn’t end up as a professional runner he needs to think about what will happen.

T：After learning this passage，what can we do to help him?（探究性问题）

Ss：We may give him some suggestions.

探究性问题的设置既与本课主题相关，又在学生已有的知识水平上进行了拓展，启发了学生的思维，实现了真正意义上的探究性学习。

T：Good idea.Let’s write a letter to Liu Yu and tell him what he should do.

书信格式如下：

Dear Liu Yu，I’m sorry to hear that your parents don’t allow you to practice your hobby at night.

Yours，________

（After 7 minutes，ask some students to present their letters.）

引导学生利用文本提供的语言支持来解决实际问题，并进行写作练习。这个写作对学生来说有一定的挑战性，需要他们积极主动地利用所学语言，独立思考作文布局。学生要完成写作任务，仅仅依靠掌握的语言和结构是远远不够的。教师在解读文本时还要有意识地启发和引导学生挖掘、体验文本中传递的情感态度价值观。只有情感态度到位了，作品才会有吸引读者、感染读者的力量。

三、教学反思

在初中英语阅读教学中，教师要以“效”字为前提，同时采用具体有效的策略。教师在设计问题时，要尊重学生的个体差异，设计有针对性、层次性的问题；根据不同的内容灵活选择多种提问形式。另外，在读前的话题导入、读中的文本梳理、读后的拓展内涵等环节，教师所设计的问题都要以激发学生的思维为前提，以促进学生的思维发展为导向，引导他们对文本语言、篇章结构、文化内涵、作者观点、写作目的、情感态度等进行分析、综合和评价，提高其评判性思维能力。

结语

《义务教育英语课程标准（2011年版）》提出：“在英语教学中，教师应当坚持‘以生为本’的理念，面向全体，问字当头，优化提问策略，提高教学效率。”（教育部 2012）在初中英语阅读教学中，有效提问有助于学生养成良好的阅读习惯和思维习惯，同时对提升英语教学质量有积极作用。因此，教师应以“效”字为先，策略并举，善于提问，切实提高初中英语阅读教学的效率和质量。