核心素养导向下高中英语读后续写入门教学中阶梯式范例教学模式的运用研究

摘 要：新课程改革和新高考越来越关注学生思维品质的培养和发展。在新型教育教学模式下，学生的英语续写能力受到了广泛关注。本文主要探讨在核心素养导向下，教师如何运用阶梯式范例教学模式提升学生的英语读后续写能力。

关键词：核心素养;思维品质;读后续写;阶梯式范例教学模式

作者简介：杨秀莲（1981.09-），女，福建芗城人，福建省漳州市第三中学，英语教研组组长，高级教师，教育硕士，研究方向：英语教学法。

“读后续写”是新高考英语试卷中出现的写作类新题型。该题型要求考生阅读所给的材料，并根据所给段首语续写两段，使其成为一篇完整的短文。续写的两段字数要求是150词左右，并且续写部分必须与所给材料逻辑上衔接、情节上完整、结构上合理。读后续写是一种将阅读和写作相结合的学习方式，需要语言输入和输出的完美衔接。该题型与新课改所强调的思维品质的培养和发展以及读写素养的提升不谋而合。教师在读后续写入门教学中要培养和发展学生的读后续写思维能力和策略，应用阶梯式范例教学模式可以快速而高效地帮助高中生掌握好这个既陌生又棘手的新题型。

一、思维品质与读后续写

《普通高中英语课程标准（2017年版）》将思维品质列为英语学科核心素养之一。英语教师应通过引导学生分析和评价语篇所承载的观点、态度、情感和意图等语言学习活动和实践运用途径，帮助学生学会观察、比较、分析、推断、归纳、建构、辨识、评价、创新等思维方式，增强思维的逻辑性、批判性和创新性，发展思维品质。

读写素养是高中学生应该具备的一种英语素养。读后续写题型要求考生能顺着所给材料思路，根据所给材料的线索和段首句，充分发挥想象力对其后的情节进行合理预测，然后续写出两段内容。考生需要读懂所有材料的字面信息，更要把握人物关系和心理变化，梳理文本脉络和弄清主题，预测故事的发展走向等。然而现状是很多学生在语言理解方面有困难，语言输入和输出之间出现断层，无法实现“续写”。训练学生分析所给材料，有效培养学生的思维品质，提高学生的读后续写能力，是目前教师需要攻克的难题。

思维和写作是相辅相成且互相成就的，写作是思维的直接体现，思维是写作能力的助推器。教师在培养和发展学生的读后续写能力时，需要写作能力训练和思维能力锻炼双管齐下 。学生的读后续写能力无法提升，很多时候不仅仅是语言水平不高，而是思维品质不行。思维品质的缺乏往往会导致续写的语段缺乏生命力，情节的构思缺乏高度和深度，立意肤浅甚至偏离主题等。

二、阶梯式范例教学模式概述

阶梯式教学法是一种分层次进行目标管理的着力提高学生学习水平的方法。在高中英语读后续写入门教学设计中，教师一定要注意从基础出发，阶梯式递进，从而引导学生发展思维能力。阶梯式教学要求教师根据教学目标设计布置阶梯式由易到难的任务。各阶梯的学习目标明确，并且针对性强，既符合学生的认知发展规律，又帮助学生循序渐进地提升相应的能力。阶梯式教学强调动态把握教学过程的本质和规律，使学生建构起与自身能力相应的英语认知结构，这样有利于提高课堂教学的质量和效率。

范例教学就是向学生提供精心选择的典型事例供学生学习。范例的选择必须结合各阶梯的教学目标和要求，在实践中根据学生存在的问题和教学评的适时反馈不断地调整和完善，以最佳的学习效果为标准，并且注重真实性、典型性、生活性和科学性，促进学生由“知”向“能”发展，帮助学生找到科学适用的学习方法并掌握必备的应试技巧。

三、阶梯式范例教学模式应用于高中英语读后续写入门教学的实践

在高中英语读后续写入门教学中，教师可运用阶梯式范例教学模式循序渐进地培养和发展学生的写作思维，引导学生剖析文本，理顺文章脉络，精准抓住关键词，对其后的情节进行合理预测。这一阶梯式学习过程是由一开始的毫无头绪，到摸索体验感受，再到了解、内化、掌握和提升。现将高中英语读后续写入门教学分为四个梯度编写范例一一呈现如下：

阶梯一：感受、体验、尝试—观察—学习理解

Theme： family love; humans and themselves

It will be mother's birthday. Lily wants to give her mother a surprise. Here comes the great day.___________________________________________________________________________

Requirements： 50 words

One possible version from a student

It's at home that her mother has an unforgettable birthday. when her mother comes back home as usual， she is surprised at the change in the room. The floor has been cleaned and the dinner has been well prepared. Looking at the neat room， Lily's mother is wearing a broad smile. Suddenly， downstairs runs her daughter， who is holding a bunch of flowers in her hand， which took her daughter a week to make.

階梯二：尝试、摸索、感悟—分析—实践应用

Theme：man harmony with animals; humans and nature

Keeping a pet is her favorite hobby after retiring. Dick， a pet dog， is the best companion. After walking the dog， she found there was something wrong with him.___________________________________________________________________________

Requirements： 75 words

One possible version from a student

Her son gave her Dick when he was going to study abroad. Because of this dog， she doesn't feel lonely any more. Dick won't do what is not allowed. However， it's without the master's permission that Dick goes out today， which is paid attention to by her. When Dick goes out again， she decides to follow him. She sees a man standing in the park and feeding Dick. “What are you doing？ “ She said to the young man. It's surprising that it is her son， who wants to give her a surprise after he came home from abroad.

阶梯三：感悟、理解、推断—建构—实践应用

Theme： school learning/ humans and themselves

He， who is 16 years old， is studying in a middle school. Learning is always the last thing for him to do in his daily routine. As for him， there is always something more interesting than study. He falls behind gradually and loses appetite for everything related to learning.

Nevertheless， something different happens to the boy.___________________________________________________________________________

Everyone around him just focuses on the positive side of him._________________________________________________________________________

Requirements： 50+50 words

One possible version from a student

Nevertheless， something different happens to the boy. It is his grandma's death that changes him thoroughly. The boy returned home as usual. “I'm back！ I'll go out to play basketball.”shouted the boy. Then there was a silence and no one answered. He was surprised to find that nobody was in. A ringing bell broke the silence. It was the boy's cell phone that rang. He put down the phone with tears rolling down from his cheeks. Rushing to the hospital out of breath， he managed to see his loved grandma for the last time. Gently touching his head， she repeatedly urged him to study hard and become an excellent adult in the future. Since then， the boy has been determined to study harder and take learning as the most important thing. The boy is like a different person.

Everyone around him just focuses on the positive side of him. He found interest in study and spared no effort to make more and more progress. What his grandpa said to him was quite inspiring. He tried to get rid of the bad habits that he had been addicted to. He listened to his grandma and tried his best to be a good boy. I think if his grandma saw it， she would be very happy.

階梯四：推断、辨识、评价—创新—迁移创新

Theme：voluntary service; humans and society

Requirements： 75+75 words

通过阶梯式范例教学写作训练，学生从片段写作到短篇写作，再到最后的成文写作，由易到难地入门，持续提高读后续写能力。在各阶梯的写作训练中，尝试抓住关键人物和事物、情感变化、动作描写等关键信息，梳理语篇脉络，剖析语篇结构，探究并把握主题意义，从而续写情节，慢慢地增强读后续写思维的逻辑性、批判性、创新性，从而做到阅读理解输入与写作输出的成功对接、语言习得与语言运用的有机融合。这种动态的注重形成性评价的阶梯式范例教学模式能够有效培养和发展学生的思维品质和读写素养。

总之，在核心素养导向下，将阶梯式范例教学模式应用于高中英语读后续写入门教学中，可有效提高学生思维的深刻性、灵活性、独创性、批判性、敏捷性和系统性。教师应重视读后续写教学，根据学情和教学进展调整各阶梯的目标要求和教学策略，引导学生精准把握所给材料的关键词，借助思维导图梳理关键信息，整理故事脉络，抓住核心人物的动作和心理变化，归纳人物之间的关键性互动，筛选罗列关键性情节，列出续写提纲，根据要求圆满完成续写。

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