如何在高中英语阅读教学中培养学生的思维品质

摘 要：隨着新高考模式的推行，近年的高考英语试题越来越重视对考生思维品质的考查，主要体现在三个方面：一是阅读理解试题的考查角度更加新颖，考生需要具备较强的分析和推理能力、归纳和概括能力、发散思维和批判性思维能力；二是应用文写作的交际情景更加灵活多样，文字提示更加简洁，试题的开放性更强，为考生留出更大的自由发挥空间；三是读后续写试题是先读后写，要求考生具备较强的文本解读能力、故事情节梳理能力和对故事情节发展的预测能力，对考生的想象力和逻辑推理能力提出了更高的要求。因此，在高中英语阅读教学中培养学生的思维品质成为当务之急。

关键词：阅读教学；思维品质；高中英语

作者简介：李红军，北京实验学校。

笔者认为，在高中英语阅读教学中应从以下几个方面入手来培养学生的思维品质。

一、重视语篇教学，构建篇章结构

《普通高中英语课程标准（2017年版 2020 年修订）》（以下简称“新课标”）指出，学生应做到以下几点：

1.根据篇章标题、图片、图表和关键词等信息，预测和理解篇章的主要内容；

2.根据语篇类型和特点，了解篇章的主要内容和写作意图；

3.根据语篇中的核心词、代词等，理解段落或句子之间的内在衔接；

4.通过快速阅读理解篇章大意。

因此，高中英语阅读教学的首要任务就是让学生根据标题和插图，预测文章大意。然后，快速浏览全文，把握文章的结构，再分析文章的内在逻辑，包括段落之间的关系、段内各句之间的关系，从而帮助学生建构篇章结构。教师可应用思维导图展示本文的篇章结构。

图1

北师大版高中英语必修第二册Unit 4 Lesson 3的第一篇文章的结构如图1所示。

从这幅思维导图可以看出，文章的第一段是导语段，表明论点“The Internet harms friendships”。中间三段是三个分论点（three arguments），即论据，用来支撑论点。最后一段是得出的结论“Friends should focus more on face-to-face communication.”。这样学生对全文的框架结构就一目了然了，也掌握了英语议论文的写作方法。

北师大版高中英语必修第三册Unit 7 Lesson 3的文章结构如图2所示。

图2

从这幅思维导图可知，课文由四个部分组成：第一段为第一部分，介绍著名作曲家路德维希·凡·贝多芬的概况；第二段为第二部分，陈述贝多芬创作《第九交响曲》的情况；第三至五段为第三部分，介绍《第九交响曲》首场音乐会的情况，包括演出前、演出过程和演出结束时三个片段。第六段为第四部分，是人们对这位作曲家的评论。

在阅读课教学中，要求学生在阅读文章后绘制思维导图，使学生熟悉不同类型英语文章的结构和特点，逐步掌握不同文体的写作方法，为英语写作打下良好的基础。

二、引导学生依据文本进行合理推断

新课标指出，学生应能理解不同类型语篇所传递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同语篇类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、创造性地再现想象经历、阐释观点和态度等。学生应能阐释和评价语篇所反映的情感、态度和价值观；能根据语篇中的事实进行逻辑推理；能辨别并推论语篇中隐含的观点。

为培养发展学生的推断能力，理清文章的内在逻辑，教师应引导学生在理解文章主旨大意的基础上，带着以下问题再次阅读课文：每一段的主题句是什么？作者用了哪些事实案例来支撑它？作者写这篇文章的目的是什么？本文试图向读者传递什么信息？哪一句是结论句？作者是如何得出结论的？你认为本文的主题是什么？为什么？从课文中找到依据来支撑你的看法。

例如，教学人教高中英语必修第一册Unit3“Living legends”一文时，笔者首先让学生根据图片和标题预测课文内容及其出处“What are the texts mainly about？ （Famous people who have made great achievements.） Where is the text taken from？ （The Internet.）”。然后，向学生提出下面几个问题：

1. How does the author attract the readers' attention at the beginning of Lang Ping？

2. How does the author prove Lang Ping has unusual ability and skills as a coach？

3. What were the problems facing Lang Ping when the Chinese team was preparing for the 2015 World Cup？

4. How did Lang Ping respond in face of challenges？

5. Why did the author mention 2015 World Cup and 2016 Olympic Games？

6. What can we learn from Lang Ping？

（Key： 1. As a player， Lang Ping brought honour and glory to her country. As a coach， she led the China women's volleyball team to medals at world championships and the Olympics. As a person， Lang Ping is loved by fans at home and abroad. 2. In 2016， Lang Ping led her volleyball team to Olympic gold in Brazil. 3. One of the best players had been injured， and the team captain had to leave because of heart problems. 4. She did not lose heart/She was confident because she knew that her young players could win if they worked together as a team. 5. To prove that Lang Ping has made great achievements and she is a living legend. 6. What we should learn from Lang Ping is that we should never give up in face of difficulty. If we keep on trying， we will win. ）

阅读教学中，笔者引导学生从文中找依据，积极表达个人的观点、态度和情感。根据文中的事实对作者未明说的事实和细节进行推断，发展学生的逻辑思维能力。同时，从郎平身上学习不怕困难、不屈不挠、奋力拼搏的女排精神，培养学生良好的道德情操，实现立德树人的教育目的。

三、创造性布置写作任务，培养学生的想象力和共情能力

高中英语教材中的阅读材料，内容丰富，并有育人价值。教师要充分挖掘阅读材料的人文内涵，引导学生从不同的角度分析问题，站在不同的角度去思考，培养学生的想象力和共情能力。

例如，教学北师大版高中英语必修第一册Unit 2 Lesson1“The underdog”时，首先，笔者要求学生根据课文题目和图片推测“What is the text mainly about？ （A basketball player.） What is an Underdog？ （A player who is unlikely to win a game.）”，然后让学生读课文，回答下面的问题：

1. What kind of player was Paul？

2. Why did he try many times before making the school team？

3. How did he feel for sitting on the bench most of the time？

4. How did he help his team win the game？

5.What lesson should the coach learn after the game？

6. What message does the author convey by telling Paul's story？

（Keys： 1. Paul was too short though he had real skills. 2 He was just 1.6 meters and the coach thought he was too short. 3. He did lost hope. He was waiting patiently for his turn. 4. He made shot after shot. The other team couldn't stop him. 5. It was wrong to judge a book by its cover. Height is not as important as he thought. 6. Anything is possible if you don't give up your dream.）

在理解课文后，要求学生完成如图3所示的Story Mountain，对故事情节进行梳理。

然后，要求学生站在Paul和教练的角度讲故事，改写课文。开头语如下：

Paul's Story

My name is Paul， a 16-year-old boy who has been dreaming of becoming a basketball star. I signed up for our school basketball team last year， but was refused by the coach. _______________ _____________________________________________________________________________________________________________________________________________________________

The Coach's story

I am the coach of the school basketball team. Last year， a boy called Paul signed up for our team and told me that he wanted to join badly. But he was just 1.6 meters tall， ________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

轉换人称讲故事使学生学会换位思考，站在他人的角度审视故事中人物之间的关系，客观地看待事件的发展变化和可能的结局。这种共情能力能够帮助学生处理好与周围人的关系，建立和谐的人际关系，对他们今后的发展至关重要。

此外，教师还可以结合课文内容，让学生进行故事续写，启发学生思考故事情节会怎样继续发展、会有什么样的结局，鼓励他们用所学的语言表达思想， 从而培养他们的推断能力、想象力和共情能力。例如，阅读北师大版高中英语必修第二册 Unit5 Lesson 1“A sea story”的课文后，笔者要求学生绘制思维导图，再梳理故事的线索，然后启发学生思考：

1.故事的主人翁遭遇旋涡脱险后，回到家中他会做什么？

2.他该如何面对家人？家人如何对待他？他内心的感受是什么？

3.幾天后，他怎么面对今后的生活？为什么这样做？

基于对以上问题的思考，笔者让学生完成读后续写任务：

结合所学Lesson 1课文的内容，根据首句提示，用150-200词续写故事情节。

When I finally got home， I was exhausted. ____________________________________________________________________________________________________________________________________________________________________________________________________________

For several days， I was lost in deep sorrow. ________________________________________________________________________________________________________________________________________________________________________________________________________

（One possible version： When I finally got home， I was exhausted. My parents could hardly recognize me because I was in rags， looking like a homeless man. When they anxiously asked me where my two brothers were， I broke down completely. I explained to them how we were trapped in Moskoe-strom on our way back from the island where we caught fish and how I managed to survive while my two brothers lost their lives. But they just didn't believe what I said， insisting my two brothers would come back home soon. Losing my two brothers was so painful that my hair turned white overnight.

For several days， I was lost in deep sorrow. Lying in bed， I found my head was spinning. It seemed that I could see our boat covered by huge waves and my two brothers struggling desperately in the sea. It felt as if I was still floating on the water with the barrel. How I wished we had not risked fishing in the island！ How I wished my brothers had come back home with me！ Looking out of the window， I saw bright sunshine， which brought me hope again. Any way life had to go on. With my old parents and children to support， I gathered courage and dragged myself out of bed.）

四、先读后说，注重语言输出

根据文秋芳教授提出的“产出导向法”，“英语课堂教学应以产出为导向，所有的课堂活动皆指向产出，产出既是目标，也是原驱动力”。所以在阅读文本后，教师应设计一些语言输出活动，既推动学生的语言输出，又加深学生对文本的理解。引导学生根据文本内容进行深入思考，勇于表达自己的观点。新课标倡导指向学科核心素养发展的英语学习活动观。“教师应设计具有综合性、关联性和实践性特点的英语学习活动，使学生通过学习理解、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，获取、阐释和评判语篇意义，表达个人观点、意图和情感态度，分析中外文化异同，发展多元思维和批判性思维，提高英语学习能力和运用能力。”

例如，北师大版高中英语必修第二册 Unit 5 Lesson 3“Race to the pole”的课文讲述了两支探险队去南极探险的故事，阅读课文之后，组织学生讨论：

1. Do you think Scott and his team are heroes？ Why or why not？

2. Why did Scott's team fail while Amundsen's team succeed？

3. What lesson can we learn from the text？

（Keys： 1. Yes. Though Scott and his team lost the race to the South Pole， they showed true determination and strength of character which is usually seen in heroes. Scott and his team showed us what true heroes are. They always had their goals in mind. They kept up their spirit and carried the rocks even in extremely difficult situations. Their inner strength and what they have done has left a precious legacy for future generations. 2. They didn't make careful preparations before setting out for the exploration. They used horses to pull the sledges， which didn't work. So they had to pull the sledges by themselves， which made them tired out. Besides， their food ran out after they reached the South Pole， which cost them their lives. Amundsen's team succeed because they used dogs to pull the sledges and they had enough food to eat. It was obvious that they had done researches and made careful preparations in advance. 3. We should make careful preparations before we go on a long journey. ）

要求学生分析瑞典探险队最终成功返回，而英国探险队却遭遇失败的原因，培养学生的批判性思维，引导他们从历史事件中吸取教训，避免悲剧重演。

又如，北师大版高中英语必修第二册 Unit 6 Lesson 1“A medical pioneer”的课文讲述了中国科学家屠呦呦荣获诺贝尔奖的故事。阅读课文之后，组织学生讨论：

1. Why is Tu Youyou considered a medical pioneer？

2. What difficulties was Tu Youyou faced with when she was trying to find a cure for malaria？

3. Why did the author mention 240，00 chemicals in Paragraph 3？

4. What can we learn from Tu Youyou？

（Keys： 1. She led her team in discovering the life-saving drug， artemisinin， which saved the lives of millions of people all over the world. That is why she was awarded the Nobel Prize. 2. They had limited resources. They did not have enough staff， and the laboratory in which they worked had poor air quality. 3. To prove that the team did a lot of research to find the cure. 4. What we should learn from Tuyouyou is that we should never give up in face of difficulty. If we try really hard， we can overcome difficulty in the end.）

通過对以上问题的讨论和分享，学生认识到屠呦呦之所以荣获诺贝尔奖是因为她所带领的研究团队在20世纪70年代发现的青蒿素挽救了成千上万的生命，她为人类作出了重大贡献。虽然在研究过程中面临种种困难，但是他们的社会责任感以及他们的无私奉献精神使他们最终克服困难，找到了治疗疟疾的药物。我们应学习屠呦呦身上那种不怕困难、迎难而上、锲而不舍的精神，克服困难，走向成功。

阅读后的语言输出活动是对课文内容的升华，帮助学生加深对文本的理解，把语言学习与文化、思维融为一体，使他们的品格和意志得到锤炼，思想和情操得到陶冶，促进了学生综合素养的提升，起到了立德树人的作用。

总之，新高考的推行、新教材的应用和新课标的实施标志着高中英语教学进入一个崭新的阶段。发展学生的思维品质和培养学生的关键能力是今后高中英语教学的重中之重。如何在英语课堂发展学生的思维品质成为高中英语教师必须面对的研究课题。高中英语教师只有认真研读新课标，用先进的教学理念引领教学行为，才能使课堂成为学生思维品质发展的园地，使阅读材料成为学生思维品质发展的温床，课堂才会充满活力和魅力，学生的知识和思想才能得到同步发展，语言和学科素养才能得到共同提高。思维品质的提高能够促进学生学习能力的提升。阅读教学的成功势必为写作教学打下良好的基础，促进学生全面发展。

参考文献：

[1]教育部.普通高中英语课程标准（2017年版2020年修订）[S].北京：人民教育出版社，2020.

[2]文秋芳.构建“产出导向法”理论体系[J].外语教学与研究，2015（4）：547-558，640.