如何在英语教学中培养学生的思维品质
2023-08-13白学芳
白学芳
《普通高中英語课程标准》（2020年修订版）中提到“思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。思维品质体现英语学科核心素养的心智特征。思维品质的发展有助于提升学生分析和解决问题的能力，使他们能够从跨文化视角观察和认识世界，对事物作出正确的价值判断。”
外研版高中英语教材中的developing ideas是培养和发展学生思维品质的重要板块，通过符合学生认知特点和契合单元主题内容的生动文字，帮助学生巩固、拓展语言知识，提升语言技能，并实现思维的同步发展。本文以高中英语（外研版）必修三第二单元developing idea的 The Power of Good为例，谈谈如何有效培养学生的思维品质。
一、创设情境
本节课，教师以一则简短的视频进行导入，内容是某市的机动车道上，一个老人在过马路，但是过往的车辆均无意让行，视频中的好心车主选择冒着扣分罚款的风险，压线挡住后面的车辆，为老人赢得过马路的时间。师生对话如下：
T：What do you think of the driver？
S：He is very kind. He helped the old lady even though he knew it might bring him trouble.
这则视频是生活中的真实情景，学生在观看时可以从中感受到有时候帮助别人可能会给自己带来麻烦甚至危险，但是仍旧有人愿意承担风险去帮助别人，这份勇气令人敬佩。
本节课的课文讲述了二战中尼古拉斯·温顿如何从纳粹手中冒险救下犹太儿童，而导入的视频选取中国街头的一幕，希望学生明白舍己为人无论在中西方哪种文化中都是令人称道的优良品质。
二、借助教材插图和标题
预测能力是语言学习、理解和运用过程中的基本能力。教师应指导学生细致观察文本插图、初步预测文本内容，培养预测能力。学生通过课本中的插图和标题，可以预测文章应该是关于人物生平事迹的介绍。
Activity：Look at the illustration and the title， and predict：
1. Who is the man？__________________________
_____________________________________________
2. The passage is mainly about ________________
_____________________________________________
三、借助思维导图和问题链
思维与语言有密切的关系。“思维的逻辑性主要表现为思维的规则和规律，具体涉及概念、判断和推理等英语语言的心智活动。思维的批判性在于质疑、求证的态度和行为，通过正确的途径，求证事物的真假。”教师在教学时要深度挖掘隐藏的信息，将零散的语言信息整合为清晰的文本框架，引导学生从多个维度探索文本潜在信息，提升逻辑思维能力，正确评判各种思想观点，创造性地表达自己的观点，培养高阶思维能力。
Find the detailed information.
1. Finish the form according to the passage.
通过完成表格形式的思维导图，学生能够理清文章的脉络，即文章是按照时间线索叙述尼古拉斯·温顿的生平事件。
2. Answer the questions.
① Why did he decide to save the children？
______________________________________________________________________________________
_____________________________________________
② How did he save the children？ Put the four pictures in right order. _____________________________
A B
C D
③ How were his actions discovered？ Why do you think it took such a long time for Winstons actions to become known？
______________________________________________________________________________________
_____________________________________________
Activity 3： Think and share
① “A kind-hearted person lives a long life.” Do you think so？ State your opinions.
___________________________________________________________________________________________________________________________________
② Describe Nicholas Wintons personal qualities with some proper words
______________________________________________________________________________________
问题链培养学生的质疑能力、评价能力、概括能力。学生通过对一系列问题的思考，进一步加深对文本的理解，培养了逻辑思维能力和批判性思维能力。
师生对话如下：
T：Why did he decide to save the children？
S：Because he saw them living in terrible conditions and their lives were in danger.
T：How did he save the children？
S：He established an office to keep records of the children， and then returned to Britain to find temporary homes for them. He used donated funds and his own money for pay the 50 pounds per child that the British government required. By August 1939， Winton had saved 669 children.
T：If you were a parent of a child among the 669 children， how would you feel？ What would you say to Nicholas Winton？
S：I would be very grateful. Maybe words cant express my gratitude.
T：How were his actions discovered？
S：A journal was found at home by his wife， who sent it to a newspaper.
T：Why do you think it took such a long time for Winstons actions to become known？
S：Maybe because he took it for granted and didnt expect anything for return.
T：“A kind-hearted person lives a long life.” Do you think so？ State your opinions.
S：Yes， even though one day he may die， his actions will always be remembered.
T：Can you describe Nicholas Wintons personal qualities with some proper words？
S：Kind， brave， selfless， modest...
四、布置創新迁移任务
“思维的创新性侧重于求异、求新，不墨守成规，敢于想象，善于改变，推陈出新。思维的深刻性是指思维活动的广度、深度和难度，主要表现在智力活动中深入思考问题，善于概括归类，逻辑抽象性强，善于透过现象抓住事物的本质和规律。”学生在本环节可以深切感受到自己的命运掌握在自己手中，教师布置创新迁移任务——创作自传，不但能锻炼学生的语言能力，归纳传记文体的语言特点，而且会引发学生更深刻地思考如何才能更有意义地度过一生。
Writing
Suppose you were very old and had made great achievements. Write a biography for yourself within 70 words.
总之，在高中英语教学中，我们要重视培养学生的思维品质，也要承认学生的思维品质存在差异性，在教学中因材施教，逐步地、系统地对学生的思维品质进行培养，以促进学生语言能力、文化意识和学习能力的提升。
（作者单位：山东省淄博第十一中学）
