读后续写的文化转向与运用“TEAMS”框架提升学生文化意识初探

张志梅

一、新课标理念下高考读后续写中文化意识的测评

《普通高中英语课程标准（2017 年版2020年修订）》（以下简称《高中新课标》）考试命题建议指出，写作的主要考试形式为：故事续写、看图写报告、命题作文和概要写作。读后续写作为排在首位的考试形式，是新高考采用的创新型写作形式。该形式将阅读与写作相结合，既考查阅读理解能力，也考查创造性写作能力，关注语言的输入与输出效果，着眼于提升学生的英语学科核心素养。《高中新课标》指出：文化意识指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度和行为取向。文化意识体现英语学科核心素养的价值取向。文化意识的培育有助于学生增强国家认同和家国情怀，坚定文化自信，树立人类命运共同体意识，学会做人做事，成长为有文明素养和社会责任感的人。《义务教育英语课程标准》（2022年版）（以下简称《义教新课标》）提出培育文化意识。能够了解不同国家的优秀文明成果，比较中外文化的异同，发展跨文化沟通与交流的能力，形成健康向上的审美情趣和正确的价值观，加深对中华文化的理解和认同，树立国际视野，坚定文化自信。鉴于两个新课标都明确地把学生“文化意识”的培养列入到英语教学目标之中，新高考读后续写中不断体现文化意识的考查维度，这一点在2023年新高考英语全国卷的读后续写试题中表现尤为突出。本文以2023年新高考英语全国I卷读后续写真题为例，尝试利用“TEAMS”框架指导学生有效梳理原文，合理构思情节，恰当使用描写手段丰富续文的文学色彩，提高学生的文化意识和写作能力。

二、2023年新高考英语全国I卷读后续写试题的文化转向

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

When I was in middle school， my social studies teacher asked me to enter a writing contest. I said no without thinking， I did not love writing. My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did．

So， why did he suddenly force me to do something at which I was sure to fail？ His reply： “Because I love your stories. If you're willing to apply yourself， I think you have a good shot at this.” Encouraged by his words， I agreed to give it a try．

I chose Paul Revere's horse as my subject. Paul Revere was a silversmith （銀匠） in Boston who rode a horse at night on April 18， 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse's mouth.Not a brilliant idea， but funny； and unlikely to be anyone else's choice．

What did the horse think， as he sped through the night？ Did he get tired？ Have doubts？ Did he want to quit？ I sympathized immediately. I got tired. I had doubts. I wanted to quit. But， like Revere's horse， I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them．

When I handed in the essay to my teacher， he read it， laughed out loud， and said， “Great. Now， write it again.” I wrote it again， and again and again. When I finally finished it， the thought of winning had given way to the enjoyment of writing. If I didn't win， I wouldn't care．

Para 1： A few weeks later， when I almost forgot the contest， the news came．

Para 2： I went to the teacher's office after the award presentation．

本篇读后续写原文讲述一名英语为第二语言的中学生在老师的鼓励下参加写作比赛并通过努力取得成功的励志故事。跟以往读后续写的试题比较，文化元素是本次试题中最突出的特点。见表1：

从表1可以看出，本次试题体现了明显的文化转向，丰富的文化元素激发学生在阅读过程中进行思考，鼓励多元思辨和发散思维，灵活开放的写作情境引导学生在语言学习过程中注重辨析语言和文化中的具体现象，梳理和概括信息，从跨文化的视角评判事物和不同观念，个性化地、创造性地表达自己的观点和想法。在加强语言表达能力考查的同时，也加强对文化意识的考查，也增加了续写的难度。

三、“TEAMS”框架在读后续写中的运用

新高考实施以来，在多数地区，读后续写成为得分率最低的题型。失分项主要集中在内容（情节单薄、不符合主题）、语言（词汇和语法使用的准确性低、丰富性不足）和语篇（衔接不紧凑、逻辑不连贯）等方面。要想突破读后续写的难点，首要任务是构建好读后续写框架，写作时才能思路清晰。下面以2023年新高考英语全国I卷读后续写真题为例，尝试运用操作性强的“TEAMS”框架写出与原文衔接合理、语意连贯、逻辑相符又体现文化意识的续文。

T是指Transitional sentence衔接句或Theme主题句；

E是指Emotion /Environment心理描写/环境描写；

A是指Action 动作（链）和Appearance外貌神态描写；

M是指Monologue or Conversation独白/对话；

S是指Style 语言风格。

其中，Action 是助推情节所必要的，Emotion、Environment、Appearance、Monologue 、 Conversation、Style的写作顺序和次数可根据故事情节的需要适当调整。

四、评价“TEAMS”，提升文化意识

评价反馈是读后续写的关键环节，能够深化学生的主题意义体验。在学生写作前，教师需要提供和解释“TEAMS”读后续写评价表 （如表2所示）。这既能让学生有清晰明确的续写目标，把握写作要点，又能让学生从读者视角审视内化主题意义，推进真实、丰富而强烈的主题意义体验。在学生完成续作后，可以先让学生进行自评，反思个人写作的优缺点，并修改不足之处。然后，引导学生开展互评，以使学生在思维碰撞中发掘同伴作品的闪光点，取长补短，反拨个人学习，升华对主题意义的理解，共同提高写作能力和文化意识。下面运用表2 对下水续文进行评价（斜体部分为给定的提示语）：

One possible version：

A few weeks later， when I almost forgot the contest， the news came. The list of winners was posted on the notice board at school. Seeing my name on it， I couldn't believe my eyes. Then I was told to attend the award presentation， and I couldn't help but feel nervous about presenting my essay. But when I heard my name being announced， like Revere's horse， I plucked up my courage and strode onto the stage. The audience burst out laughing as they enjoyed the story straight from the horse's mouth. With all the self-doubt vanishing， I was eager to share the trophy with my teacher.

I went to the teacher's office after the award presentation. Through the half-closed office door， I saw my teacher buried in grading papers. I tiptoed over to him. “Congratulations！” No sooner had I approached him than my teacher gave me a big bear hug. “Thank you， teacher， without your encouragement， l couldn't have won the prize！” I shed tears of joy. “If you're willing to apply yourself， I believe you will always have a good shot.” My teacher smiled. As I walked home， I felt as if the gentle breeze was whispering， “Anything is possible if you keep trying.”

五、結语

2023年全国新课标Ⅰ卷的读后续写试题中体现了明显的文化转向，在加强语言表达能力考查的同时，加强了对文化意识的考查，引导学生通过跨文化视角，运用跨文化知识创造性地解决问题，也增加了续写的难度。读后续写的文化转向促使教师重新审视教学内容、步骤和方法。运用“TEAMS”框架，可以指导学生在理解语篇内容和文化意蕴的基础上，紧扣主题意义进行合情合理的续写，并且通过自评和互评提升文学色彩和写作效果，这一过程有助于学生融合语言知识和文化知识，提高创造性地表达观点、意图和情感的高阶思维能力和文化素养，也有助于践行学思结合、学用结合、用创为本的英语学习活动观，深化学生主题意义体验，落实“教一学一评”一体化，实现深度学习和核心素养发展的目的。今后要进一步探索运用“TEAMS”评价和高考读后续写评分标准的协同，使两者相得益彰，共同提高学生文化意识和写作能力。

［本文系广东省教育研究院2022年中小学英语教育专项研究课题“聚焦单元整体教学的中学英语联动教研行动研究”课题编号： （GDJY-2022-A-yyb33）阶段性研究成果］

责任编辑  吴昊雷