基于课例分析下的英语拓展阅读策略研讨与反思

本节课是笔者在江苏省中小学课堂教学改革区域推进现场会上执教的高三英语拓展阅读课，课堂以“A Lobster Walking into a Party”为载体开展拓展阅读，立足教育教学规律和学生成长规律，落实“立学课堂”在马塘中学的“灵动实践”，把“让学”“伴学”“展学”与“立学课堂”的“限时讲授”“合作学习”“踊跃展示”对应起来，把培育学生核心素养作为目标导向，充分发挥现代教育技术和问题导学、合作学习的效能。

课堂实录如下：

Step 1 Lead-in

T：Today we will read a story. First let's look at the title. From this title， what information can you get？ Who is the character of the story？

S：（齐）A lobster.

T：Where did the story happen？

S：（齐）At a party.

T：What happened at the party？

S：（齐）A lobster walked into the party.

Step 2 Understanding the story

T：Then why did a lobster walk into the party and how？ Please read Paragraph 3-13 silently and quickly and answer the five questions on your paper. （5 minutes）

T：Question 1： Who was Little Brother？

S1：A young painter， who went to France to pursue his dream bravely.

T：Then why did he go to France？

S2：To surround himself with beauty and inspiration and to be an artist.

T：From this， what kind of person do you think Little Brother was？

S3：Ambitious.

（一个问题后再追加两个问题帮助学生更好地了解Little Brother具备的品质。）

T：Question 2：  How did he pursue his dream？

S4：He lived on the cheap every day， visited museums， travelled to picturesque places， bravely spoke to everyone he met and showed his work to anyone who would like it.

T：Then can you tell me what qualities Little Brother had？

S5：Hardworking， brave， and persistent.

問题3，4，5省略。

Step 3 Analyzing the plot

T：After answering all my questions， you have summarized all the qualities of Little Brother， such as ambitious， hardworking， brave， persistent， enterprising， confident， flexible， humorous and so on. And you must have found that the writer shows Little Brother's feelings by describing his actions. Now please finish the story-line. The upper part is his action and the lower part is his feelings. I can show you an example.

T：Now who'd like to present your work to your classmates？

（学生利用智慧黑板的投影仪展示，并邀请其余同学补充、完善、点评）

Step 4 Exploring the theme

T：You have done a good job. We know someone told the story to the author， and then the author retold the story to us. Why did he want to retell the story？ Read paragraphs 1-2 & 14-18 loudly and answer the following questions： What influence does the story have on the author？ What does the author intend to convey by telling us the story？

T：Who can answer the first question？

S6：The story delighted and inspired the author.

T：Good. What does the author intend to convey by telling us the story？

S7：We can focus on paragraph 17...

T：So what should we do when facing embarrassments， difficulties， challenges or failures？

S8：...

Step 5 Making up a dialogue

T：As students of Senior 3， you may often meet with challenges， difficulties or even failures. Luckily， friends are always there. Now please make up a dialogue with your desk mates， one turning to the other for help. 5 minutes for you to prepare.

（邀请几组同学展示他们的对话，并请其余同学进行点评。）

Step 6 Reflection

T：Today we have read an inspiring story of Little Brother. We have learnt a lot from him and from our desk mates. Now please write down some sentences to encourage and inspire yourself.

教学反思：登高才能望远，反思方可精进，为进一步提升自身教学水平，完善课堂教学架构，体现学科核心素养培育，现将本堂课教学总结反思如下。

1.本节课从设计思路，课标解读，实施路径来看基本遵循了“立学课堂”的基本要求，注重了学生自主学习基础上的精讲，符合语言教学的基本规律，注重在阅读基础上的自我提炼。

2.坚持在语言学科中强调核心价值观教育，注意思想政治教育的无痕与有心。重视学科素养的培育，让学生在合作與展示中提升语言能力，在文本的阅读与课堂活动的设计中注重增强文化意识，理解文化内涵，在对相关问题的解决和拓展中、在新的问题的生成中优化学生的思维品质。

3.课堂上学生通过阅读、感悟、探究等积极主动的学习方法，充分发挥了自身的学习潜能，同时较为娴熟地运用多媒体展示、工具书查询等拓宽了学习渠道，提升了学习能力。整节课呈现出良好的教学生态，学生乐学、思维活跃且具有一定的深度;教师在位而不越位，较好地驾驭了课堂，教学和教育效果基本达成。

4.模式化的教学范式从必然王国走向自由王国之路任重道远。拓展阅读范式尽管注意到针对学情的个人订制教学，但总体来说还是困顿于太多的约束，从教学的开放性，学生的自主性以及活动的创新性上来说，还有许多值得改进的地方。这种困顿由多重因素组成，既有教师的教学心态问题，也有教学模式的无形约束;既有受制于学生最近发展区的材料选择的难易程度的影响，也有学科素养呈现载体的单一性问题。

5.从更高要求来看，英语拓展阅读课还要注意材料的选择要贴近学生生活。阅读材料作为教学材料，是为学生提供学习语言知识，发展语言技能、实践语言知识的重要来源。教师在选择阅读材料时要注重情景需求与语言需求、客观需求与主观需求、语言内容与学习过程的统一。

6.活动的设计还可以更多地指向学科核心素养的培育，从而使学生在阅读过程中，通过学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的活动来理解语篇意义、表达个人观点、分享情感体验、提升多元思维，进而提高英语学习能力与运用能力。

参考文献：

[1]程晓堂，孙晓慧.英语教材分析与设计[M].外语教学与研究出版社，2011.

[2]教育部.普通高中英语课程标准（2017年版）[M].人民教育出版社，2018.

[3]梅德明，王蔷.普通高中英语课程标准（2017年版）解读[J].高等教育出版社，2018.

[4]苏克银.高中英语主题阅读教学：探索与思考[J].中小学英语教学与研究，2019，1.

【作者简介】周晓红，如东县马塘中学。