怎样设计英语阅读作业践行生活教育理念

汪丽

生活教育为伟大的人民教育家陶行知所倡导并实践。他主张“教育以生活为中心”，认为教育内容必须根据社会生活的需要来安排。作业是帮助学生巩固知识、形成能力、养成习惯的有效手段，是帮助教师检测教学效果、精准分析学情、改进教学方法的重要途径，是促进学校完善教学管理、开展教学评价、提高教育质量的必由之路。本文的设计主题选自译林版新教材必修三第二单元《自然灾害》，从“联系教学内容，夯实基础知识”“发散学生思维，培养思维品质”“小组合作探究，提升育人价值”三个方面阐述基于生活教育的高中英语阅读作业设计。基于生活教育的作业设计，不但能激发学生完成英语阅读的热情，还能提高学生的阅读能力，让学生把知识和能力结合起来，使学生在思考批判性问题的过程中形成良好的思维品质，激发学生的学习动力，从而提高英语教学的质量。

《关于全面改进和加强中小学作业管理的指导意见》指出，设计作业需基于课程标准，符合学科核心素养，统筹考虑目标、内容、结构、类型、难度、数量、时长等关键要素，保持“教——学——评”的一致性。作业设计先于教学设计，作业内容应符合教学目标要求。为此，笔者结合译林版教材必修三第二单元 Reading 部分的教学开展当天的作业设计。本板块主题是“灾难逃生”，语篇是两则新闻报道，分别介绍了地震和海啸发生时人们正确应对从而得以逃生的故事。该作业设计既是对课堂教学知识的巩固，又是对课堂教学的延伸和拓展，以期达到夯实语言知识，培养学生思维品质，提高学生灾难逃生能力，为生命保驾护航。

一、设计原则

1.科学性

作业设计内容需具有科学性，符合教学规律和学生身心发展规律的科学要求。教师的教学应该以学生的认知发展水平和已有的经验为基础，既面向全体学生，又关注学生的个体差异，设计有差异的作业，使每个学生都得到充分的发展。

2.目标性

作业的设计要考虑与教学目标的关联性。教师设计作业所要达成的学习目标是与课堂的教学目标密切相关的。因此，作业设计是对课堂学习活动的延伸，也是与课内学习目标的达成相辅相成的。

3.探究性

探究性作业，是在探究性问题的引领下，学生基于自身的知识经验、思维方式展开探究。作业设计注重培养学生的观察能力、语言表达和组织能力，通过探究活动，增强学生学习的主动性，培养学生的思维品质。

4.育人性

作业设计要体现育人的原则。作业设计要以立德树人为本。作业是学生在课下自主完成的学习任务，是教师精准分析学情和进行教学质量评价的重要手段。教师要对作业的目标、结构、内容、功能、批改和反馈等环节进行深入研究和系统设计，以彰显其独特的育人价值，以学生德智体美劳全面发展为价值取向。

二、设计思路

1.联系教学内容，夯实基础知识

（Natural disasters：_____________________）

Q1：List as many words as possible related to thetheme.

設计意图：学生通过课堂学习，了解了有关“自然灾害”的相关知识。在作业设计中，教师首先要让学生积累与主题语境有关的词汇，巩固课堂所学的知识。这样做有利于帮助学生进一步构建该主题语境下的词汇网，让学生进一步“输入”该主题词汇，为后面的作业打下词汇基础。

Q2：Complete a quiz on the signs of natural di-sasters.

（1）If animals start panicking and fish jump irregular-ly，You might experience_____.

（2）If the sky turns a sickly shade of green，it is a fair-ly common indicator for exceptionally a severe_____.

（3） If animals run towards you，there may be a_____nearby.

（4）The water is like the bubbles on the top of a beer.Itisn t calm and it is just coming in and in and in whichis the sign of a_____.

（5）Developing cracks on the ground indicates ain the making. Even strong surfaces like pave-ments can suddenly crack before it brings them down.

A. thunderstorm B. wildfire

C. earthquake D. landslide E. tsunami

设计意图：设空处都是自然灾害的迹象，这样的设计能让学生在掌握与主题语境有关的词汇的基础上，从生活角度激活已有的知识体验，联系生活实际，并结合课堂所学，来判断不同自然灾害的表现。

Q3：What can we learn from these two news re-ports？

设计意图：通过对新闻报道的学习，让学生反思有哪些收获，不仅培养了学生的归纳概括能力，更重要的是提高了学生的迁移创新能力，也是检验学生是否真正理解课堂所学的试金石。

2.发散学生思维，培养思维品质

Passage 1：How to Get Preparedfor Natural Disasters

We can t stop natural disasters from happening. But we can make them less damaging if we understand better why they happen，and what we can do to prevent or mitigate them. People are partly responsible for disas - ters happening. So we have to change what we are doing wrong，in order to avoid or reduce the impact of natural disasters.

Every community must get to know its own features and surroundings：the natural environment as well as en- vironment built by human beings. This is the only way for a community to manage the dangers that surround it. Don t be scared，be prepared！

Learn about the history of the place where you live.  Ask your parents and your friends if they have ever expe- rienced a disaster. What made it happen？ What did peo- ple do that they shouldn t have？ What did they do to make things better？

Share and join in. Newspapers，radio and television can help you to learn more about disasters and disaster prevention. School activities can be useful too. Making drawings about what you have learned can help you to un- derstand disasters and disaster prevention better and to explain them to other people. Talk to your family，friends and people you know about the way risks can be reduced in your community.

Get ready. Get together with your family to spot safe places. Convince your parents that your family should have an emergency plan，and put together an emergency kit with them.

Q1：What preparations are mentioned in the pas-sage？

（1） Learn about the__________  of the place        you live. For instance ：_________________________  .

（2） Share and_______________ . For instance：

（3）Get__________ .For instance：_________________________.

設计意图：为了帮助学生通过阅读文本，快速梳理事实性信息，笔者设计了填写关键词和举例的题目。由浅入深，符合学生的心理预期，能激发学生的学习兴趣。

Q2. It is crucial to plan an“Emergency Supplies kit ”.You are a student，you want to prepare it with your pocket  money.  However，your  money  can  only cover  five  items，so  which  five  would  you  like  to choose and why？

（Items are ：canned food，water，chocolate，compressed  biscuits，medicine，torch，candle，match，battery，cellphone， knife，rope，extinguisher，blanket，warm  clothes，hygiene  product，whistle，compass，cash，umbrella，gloves，safety  helmet，sleeping bag，oxygen bottle）

（My Emergency Supplies Kit should include：_________________）

设计意图：紧急用品箱的设计，能够极大地激发学生的学习热情和参与度。学生能够根据生活经验和常识选择自己认为合适的用品，从而给出个性化的选择。这是在潜移默化中培养学生的思维能力。

Passage 2：__________Stars after the storm

Background information ：

the Hurricane Katrina hit Florida，Louisiana，Missis- sippi，and Alabama in August 23-31，2005. It is one of the costliest natural disasters in  US history，causing  USD108 billion in damage. It claimed more than 1800 lives.

It s strange，but I don t really remember much about the hurricane itself. It all happened so quickly. I was sit- ting in my room with my cat，Smartie，on my lap，when theroof just flew off. All of a sudden，there was sky where the  roof had been. I was so frightened that I just froze.

Mom cried to get out quickly，but it was already too late by then. The rain was coming down so hard and so fast. Our street turned into a river in seconds. We were going nowhere.

At first，I was pleased we could stay at home，but soon it got really tough. Without a roof，staying inside was too dangerous. There was water everywhere，but we couldnt drink any of it otherwise we d get really sick. We just had drinking water that was sent to us by helicop- ter，but it was never enough. It was August，so it was real- ly，really hot and it smelled so bad everywhere！ I just spent the days watching the boats going up and down the street and looking out for Smartie. He had disappeared the moment the storm hit.

Living in the open air，we became breakfast，lunch and dinner for the mosquitos. But Mom said that whatev- er happens，we should always try to see the good side of things. It was difficult to stay positive，though. We had lost our home and everything in it，including Smartie. All we had left were the clothes on our backs. But as Mom kept on reminding us，we were all together and safe. Mom s words made us feel better. I remember us all ly- ing under the midnight sky and looking up at the stars. Because there were no lights，we could see the Big Dipper （北斗七星），the Little Dipper（小熊星座）and the Milky Way（銀河）. It was amazing！ Even though we had lost a lot，moments like those gave us hope for the future.

Although it was only a few days before we were res- cued，it felt like months. We were taken to another town in a faraway county. Thankfully，Smartie came home just in time. We were so happy to take him with us，although then，none of us knew that we wouldnt be back for quite awhile.

Now，one year has passed and I m back home in New Orleans. Some families have yet to return，but many others have come back. Although we are surrounded by reminders of the disaster，we are working together to re- build our homes and our lives. Now we have anotherchance to look up at the stars of New Orleans，their beau-ty inspiring us and giving us confidence to move on.

——本文選自新外研版必修三第六单元

Q1：Fill in the blanks according to the passage

设计意图：为了帮助学生更快地梳理文本细节信息，笔者以表格的形式，将飓风发生的不同时间，主人公的感受和原因展现了出来，使事实性信息可视化，有助于学生轻松理解文本内容。

Q2. Can you find out some vivid descriptive sen- tences about feelings，weather and environment？

设计意图：该文本不但描述了飓风这一自然灾害，还用大量的语句描述主人公面对飓风的感受以及周围环境的变化。因此，该题让学生用欣赏的眼光发现形象生动的语句，有助于提高学生的语言鉴赏力，也为后续的英语读后续写增加语言输入的内容。

Passage 3：_____  China to the Rescue

The mobilization of the civilian teams came as Chi -na increased its aid to quake- devastated Turkey and neighboring Syria. The death toll in the two nations had reached more than 11，000 as of Wednesday，according to The Associated Press. A magnitude-7.8 earthquake caused devastation in Turkey and neighboring Syria at 4：17 am local time on Monday，and was followed by a mag- nitude-7.5 quake at 1：24 pm，along with hundreds of af- tershocks.

China will provide Syria 30 million yuan （$4.4 mil- lion） in emergency aid，including $2 million in cash，the China International Development Cooperation Agency said on Wednesday. The agency announced on Tuesday it will send a first tranche of 40 million yuan in emergen- cy aid to Turkey.

Among the civilian teams that left for Turkey on Wednesday was Blue Sky Rescue，a nonprofit Chinese search and rescue organization. Forty- one members of the team departed from Guangzhou，capital of Guangdong province，shortly after midnight，and another 98 members left from Wuhan，capital of Hubei province，at noon，ac- cording to a media release from the organization. Zhang Yupu，from Jiangsu province，said his team could be on the ground in Turkey for 12 to 15 days，depending on how the situation develops.“We will try our best to search for and rescue survivors”，said Zhang，who also joined relief work after a magnitude-8 earthquake hit Wenchuan，Sichuan province，in 2008.

The Zhejiang Rescue Team of Ramunion has al- ready sent a group of eight rescue experts to Turkey. A second group of 14 rescuers has also been dispatched and is expected to arrive on Thursday，according to the NGO.

The Amity Foundation has also sent a team of around 60 to Turkey. The team will carry out rescue work and provide aid to the quake-affected victims，such as distrib- uting clothes and food and helping to improve sanitation， said the Jiangsu-based NGO.

According to the Ministry of Emergency Manage- ment，the chartered flight for China s 82-member offi- cial rescue team，with 20 metric tons of disaster relief ma- terials and equipment onboard，arrived at Adana in south- ern Turkey at 4：30 am local time on Wednesday. The res-cue team was dispatched after a request for help from theTurkey government. In addition to equipment for searchand rescue work，communications and medical treatment，the team also has four rescue dogs. Zhao Ming，head ofthe team，said they unloaded the equipment and aid mate-rials immediately after landing for transportation toquake-hit areas.

Overseas branches of Chinese companies are alsolending a helping hand. Chinese machinery giantXu?zhou Construction Machinery Group has mobilizedemployees of its branch in Turkey to join the relief ef-forts. Dozens of pieces of equipment，including excava-tors and loaders，have been deployed to help rescue survi-vors. The first shipment of relief materials，such as blan-kets and hygiene products，had been sent to the earth-quake-ravaged region，the company said.

——选自 China Daily英语新闻

Q1：Read the passage for detailed information：

设计意图：该文本的选材正值土耳其地震发生之时，中国官方救援队和民间救援力量积极行动，为土耳其地震救援作出了一份贡献。该表格有助于学生梳理细节信息，并从字里行间体会各方力量的爱心奉献。

Q2：What can we conclude from the passage？

设计意图：这是一个开放性题目，目的是发散学生思维，让学生体会到我们伟大祖国的实力，培养了学生热爱祖国、热爱家乡的真挚情感。中国对土耳其的救援，也体现出我们作为中国人的骄傲和自豪。

3.小组合作探究，提升育人价值

设计意图：学生通过小组合作学习，共同确定一种自然灾害的名称，然后研讨在该自然灾害前、灾害中和灾害后，人们应该怎么做。这既有助于提高学生避险能力，又是对生命教育最好的诠释。

综上所述，在高中英语阅读作业的设计中，教师要积极结合生活实际，对学生进行生活教育，最大限度地集中學生的注意力、提高学生完成作业的热情、培养学生综合运用语言的能力，激发学生英语学习的不竭动力。