巧用教材辟蹊径，探索多元思维模式

山东

一、引言

《普通高中英语课程标准》（2017 年版）强调英语课堂应注重对学生的语言能力、文化意识、思维品质和学习能力的综合能力培养。教育部在《关于全面深化课程改革落实立德树人根本任务的意见》中，要求各学科的教育教学活动要做到能够帮助学生形成关键能力和必备品格，这就衍生出了英语学科核心素养——以人为本的教育思想和回归教育“育人”本质的教育思想,具体来说，就是能够根据自己的愿望和需求，通过口头或书面等语言形式，来实现理解、表达和交流的能力；注重培养学生的情感、态度和价值观。

基于上述国家教育方针的指导，以2019 年全国英语外研版新教材的推广使用这一大背景为契机，笔者对于外研版《高中英语》（新标准）教材Book 1、Book 2 中的教材文本挖掘和授课思路进行了初步的思考和摸索探究，期待能够起到抛砖引玉的作用。

二、巧用教材辟蹊径

改变传统教材使用模式，跳出传统老套的阅读——回答问题——复述课文——精讲知识点——默写检测的授课模式，改为对新教材进行整合和精心加工，既尊重教材又超越教材，系统性、灵活性、创造性地开发课程资源，探索多元思维模式，巧用教材辟蹊径，一本多用，因材施教，充分挖掘出教材文本在听、说、读、写、看等多方面的价值，既注重教材文本的输入（听、读、看），又注重教材文本学习后的输出（说、写）；既关注教材文本的工具性功能，又注重教材文本的人文性的价值；既强调培养学生的学习策略，又注重引导学生理解和包容跨文化的意识，从而落实对学生的语言能力、文化意识、思维品质和学习能力的综合素养的培养。

三、巧辟蹊径之课堂实践

1.一本多用

以外研版《高中英语》（新标准）教材Book 1 Unit 5 The Monarch’s Journey 为例，笔者认为此文本的文章脉络适合设计为概要写作的读后训练，这样可以充分利用文本资源，将阅读策略培养和写作技能训练有机结合，使之成为相得益彰的统一体。另外，文本的语言知识工具性特征明显，所以，针对此文本，笔者设计了两项读后任务训练——概要写作（Summary Writing）、语法填空(Grammar Filling)，真正做到多样设计，文尽其才。

（1）将课文变身为Summary Writing 文本

【教学设计】引导学生分析每个段落的主旨大意，让学生初步了解文本的脉络和结构,再通过一系列细节理解类的问题引导学生深入了解The Monarch’s Journey，最终绘制出学生版本的课文内容思维导图。思维导图可培养学生的可视化思维，让学生更直观更清晰地抓住文本的脉络结构及文本的细节信息，以图助读，以读促写，做到有输入有输出。

教师设置如下问题，帮助学生理解课文：

Scanning:

What’s the main idea of each paragraph?

Skimming:

Questions:

1)Why do animals migrate?

2) How did the monarch find the way to go?

3) What’s the main reason why the number of monarch butterflies is falling?

4) What can people do to help protect the monarch butterfly？

学生在教师设计的问题的引领下,绘制如下思维导图,结合每段主旨大意进行概要写作。

学生的Summary Writing 习作：

Many animals move from one place to another at certain times of the years.Every autumn,millions of North American monarch butterflies migrate to the south to find food,seek a partner or in search of warmer weather.

The monarch is able to tell the time of day,and uses its eyes to measure the position of the sun.These abilities allow the butterfly to determine the way to go.

The population of Monarch butterflies has crashed by as much as 90 percent in the last few years because of human activities.People are destroying the natural environment.They cut down trees and use chemicals to kill the plants that Monarch caterpillars eat.

To protect the butterfly,people have to raise the awareness of this creature.Luckily,people have been working together to record its migration and make sure that there are enough plants for it to feed on.

（2）将课文变身为Grammar Filling 文本

【教学设计】概要写作读后任务完成之后，教师契合文本语言工具性强的特点因地取材，使用反其道而行之策略：以小组为单位分工合作，发挥学生的主观能动性，根据语法填空题的考点要求，让学生设置语法填空题目。学生变成命题人，会更加关注语法填空题的出题思路、考点设置，而且还会逐渐增强其语法填空题的解题能力。同时，师生角色互换极大地促进了学生的积极性并有效地提高了学生的课堂参与度。

学生改编的语法填空训练如下：

Many animals move from one place to another at certain times of the years,___1___ is called migration.Every autumn,millions of North American monarch butterflies migrate to the south to find food,seek a partner or in search ___2___ warmer weather.

The monarch is able to tell the time of day,and uses its eyes ___3___ (measure) the position of the sun.These abilities allow the butterfly ___4___ (determine) the way to go.

The population of Monarch butterflies ___5___ (crash) by as much as 90 percent in the last few years because of human__6___ (activity).People are destroying the natural environment.They cut ___7___ trees and use chemicals that kill the plants that Monarch caterpillars eat.

To protect the butterfly,people have to raise the ___8___ (aware)of this creature.And luckily people have been ___9___ (work)together to record ___10___ (it) migration and make sure that there are enough plants for it to feed on.

2.因材施教

契合教材文本特征，挖掘最适合文本的读后训练任务，做到因材施教，最大地发挥文本的知识性与人文性的作用。下面举例说明：

（1）将课文变身为Continuation Writing 文本

教材Book 1 Unit 4 Friends Forever 的第二篇文章节选欧·亨利的短篇小说After twenty years,笔者通过研读文本的题材和体裁，确定了本课时的教学任务——读后叙写。读后叙写活动适用于有故事情节和能引发学生讨论的阅读文本，既能巩固阅读文本中的语言知识，提高学生的语言表达能力，又能培养学生的想象力和创造力。

【教学设计】输入任务——通过阅读来了解欧·亨利的背景资料、其短篇小说的特点、获取文章细节信息，为下一步的输出任务做准备；输出任务——培养学生的多元思维和创新思维模式，引导学生对文本内容进行创造性的读后续写（150 词左右）。

下面是学生的一篇读后续写习作：

Continuation Writing for Book 1 Unit 4 Friends forever，After Twenty Years

It was a cold snowy winter night when Bob came out of jail,just like the night when he was arrested.After twenty years,he felt like a stranger to the city and everyone in it.Lost and helpless,he didn’t know where to go or whom to turn to.A year after he had been arrested,his wife had left him.Former good friends had stopped contacting him.

He was wandering up and down in the street,shaking with cold.He felt depressed.Suddenly,in the not far distance,he found a man standing still,with snow covering all over.“Another lonely man,”he thought to himself.

Just at that moment,he heard a loud voice,“Bob,” He recognized Jimmy’s face immediately even after twenty years had passed.Jimmy gave Bob a big hug.Tears ran down Bob’s cheeks.He felt warm and hopeful now.

（2）将课文变身为七选五阅读文本

Book 1 Unit 6 A love of Gardening 设计的教学任务是选择每个段落的主题句（Topic Sentence）。笔者认为，寻找Topic Sentence 这项技能训练正好契合七选五题型的思维训练。七选五题型要求学生从给出的七个选项中选出五个补全对话，选项可分为主旨概括句（考查对文中段落整体内容的理解），过渡性句子（考查对文章结构的理解）和注释性句子（考查对上下文逻辑意义的把握）。在课堂教学中，笔者将课文变身为七选五阅读文本，既训练了学生抓文章主旨大意的能力，又训练了学生挖掘关键词，利用上下文线索进行推理判断等能力。

【教学设计】这篇课文主要介绍了英国人喜欢园艺的历史和原因。笔者按照高考的考查方向，根据课文结构特点和上下文的逻辑关系，设计了主旨概括题2、4、5，过渡性句子1，逻辑关系题3 以及相关的干扰项。学生先独立完成七选五答题任务，然后打开课本进行Second Reading,订正答案，观察选项所在位置，圈划关键词和逻辑连接词等，最后小组合作，探讨五个小题的考查方向，空前与空后的逻辑联系，段落篇章结构等，由小组代表分享分析选择这些选项的理由。最后教师利用ppt.总结Top Sentence 的所在位置及Topic Sentence 的支撑信息，高效完成本节课的教学任务。

Book 1 Unit 6 A love of Gardening 的七选五阅读文本设计如下：

“If you look the right way,you can see that the whole world is a garden.” These words come from the author of the book The Secret Garden,first published in 1911.At that time,only the very rich in Britain had gardens.Very soon after this,homes with gardens began to be built.___1___ Today,millions of Brits like to say that they have “ green fingers”，with around half the population spending their free time gardening.

__2___ Each spring,children plant sunflowers and wait to see which one is the tallest.Expert gardeners know just the right corner for roses,and others spend hours trying to grow perfect vegetables to enter into competitions.And while many Brits like nothing better than spending their Sunday cutting the grass, ___3_

__4___ Those without outside space can rent small pieces of land on which to grow things.Today,there are over 4 000 people in London waiting for such pieces of land.One recent idea has been to turn rooftops and walls into private gardens.These gardens have helped make the cities greener and improve air quality.

__5___ What other free-time activity allows you to be at one with nature and create more beautiful living things? And if you’re in any doubt about this,take a moment to reflect on this line from The Secret Garden：“Where you tend a rose...A thistle cannot grow.”

A.This is what started the British love of gardening！

B.But in cities，limited space has led to people looking for new solutions.

C.As well as being good for the environment,gardening is also good for the soul.

D.Gardening can be a great teacher to teach children about nature and healthy eating.

E.some are happy just to sit under the branches of the trees enjoying the beauty of the world around them.

F.For many people in the UK，their garden is their own private world.

G.Today’s people sit too long indoors and don’t get enough exercise.

（3）将课文变身为听力训练文本

在日常的听力教学中，教师播放听力录音，学生选择答案，最后核对答案是最普遍的教学模式。这样被动的学习模式和机械性训练，没有体现语言输入的相关性和有趣性，教师和学生之间缺乏互动和交流，学生对于走过场式的听力播放漫不经心，兴趣和动力不足。以文本为依托，设计听力训练，既检查学生对文章内容的理解和所学知识的掌握程度，又能激发学生的学习兴趣，克服其畏惧心理，从而使其积极主动地参与听力活动。

【教学设计】笔者设计的听力训练题型分为两种——与高考听力题一致的选择题及一空一词的填空形式。

以Book 1 Unit 1 High School Hints 为例，该语篇为访谈类文本，以主持人和毕业生访谈的方式多角度呈现丰富多彩的高中生活，为高中新生提供有参考性的建议。笔者认为访谈类文本适合设置为高考听力训练题型。

教材文本如下：

...

Interviewer：So what helped when you first started high school?

Lisa:Orientation Day was really helpful.It’s a fantastic opportunity for new students to get to know the school and the other students.I even made some new friends! Just keep an open mind and take part in as much as possible.

Interviewer：That’s sound advice for sure.But how did you deal with new challenges,like starring a new course?

Lisa:I had a chemistry test right at the end of the first week.I was frightened at the sight of the paper.But then I figured I’d better just go all out and see what happens.If you fail,no problem — next time you can fail better!

...

Interviewer：Yes,I totally agree.Is there anything else in particular that you’d like to share with us?

Lisa:Looking back at my high school life,the most important advice I’d give are these wonderful words from the writer Maya Angelou.She said,“Try to be a rainbow in someone’s clouds.” So give your friends a hand when they need it.And this will make you feel good,too.

…

教师设置问题如下：

1.What is the relationship between the two speakers?

A.Teacher and student.

B.Friends.

C.Interviewer and interviewee.

2.What helped Lisa when she first started high school?

A.Orientation Day.

B.Other students.

C.New friends.

3.How did she respond to the new challenges?

A.Just be frightened.

B.Try her best to deal with them.

C.Ignore the failure.

4.What is the most important advice Lisa gives us?

A.What Maya Angelou said.

B.Feeling good.

C.Giving your friends a hand.

再以Book 1 Unit 6 Longji Rice Terraces 为例，文本语篇类型为说明文，描述龙脊梯田不同季节的美。语篇语言地道、优美，语言运用中高频考点频出，笔者认为适合设置成一空一词的精听训练。

Imagine mountains ______ in silver water,shinning in the spring sun.Summer sees the mountains _______ bright green with growing rice.During autumn,these same mountains are gold,and in winter they ______in sheets of white frost.These are the colors of the Longji Rice terraces.

...

Although modern technology could help ______ more crops,these terraces still mean a lot to the local people for whom traditions ______ much value.This knowledge ______down through families,which means that new generations continue to use ancient methods of agriculture to _____ the terraces.Today,the Longji Rice Terraces attract thousands of visitors ______ come to admire this great wonder _____ by people and nature working together.

四、巧辟蹊径之反思总结

外研版《高中英语》（新标准）高中教材题材多样，体裁丰富，贴近时代脉搏，我们一线教师在尊重教材、忠实于教材的基础上，结合英语课堂的实际情况进行授课，同时应进行更有深度、广度的协作备课来引导学生与语篇进行多维互动，从而进一步培养学生的多元思维。通过一线实践教学效果来看，笔者所在学校学生的自主学习能力得到了较高的提升，学以致用的教学目的得到了较好的实现，英语课堂工具性和人文性的特征得以融会贯通。但从长远来看，教师应需不断提升自身的教学能力、教研能力，从而进行更有深度、广度的多元思维备课，更好地培养学生的语言能力、文化意识、思维品质和学习能力。