小学英语课堂教学中渗透德育的几点尝试

朱贵珍

《义务教育英语课程标准（2022年版）》中明确提出：教育的使命和目的是发展学生核心素养，素养应该以人为核心，以育人为根本任务。因此，在英语教学中渗透育人理念，为培养有理想、有本领、有担当的时代新人奠定基础。

一、抓住契机，激发反思

《义务教育英语课程标准（2022年版）》中关于“人与社会”范畴的子主题内容“校园与社区环境保护，公益劳动与公益服务”，明确要求学生要具有主人翁的意识和能力，形成“我为人人，人人为我”的服务意识，以促进学生养成为社会、为祖国奉献自己的意识和能力。

在教学译林版英语6A Unit 6 Keep our city clean时，以Was our city clean？ What made our city dirty？ 两个问题激发学生思考后，抓住时机适时追问：“Did we litter into the river before？Did we throw rubbish on the ground？Did we sometimes spit before？Did we waste paper？”激发学生反思生活中自己和家人之前做得不合适、不环保的地方。直面问题可激发学生及时修正自己和家人的行为，践行正确的价值观，并形成行动自觉。当学生充分认识人类一些破坏生态和文明的行为时，再抛出问题：What can we do to keep our city clean？ 让学生明白“城市洁净，人人有责。”以We can...句式让学生发挥主人翁意识，主动思考该如何落实自己的行为。之后再进一步引导学生从家庭和学校两个方面思考自己力所能及的事情，引导学生反思： What can we do to keep our home clean？ What can we do to keep our school clean？ 鼓励学生大胆发言、积极思考。在综合运用板块，教师还可以以“What can we do to keep our home clean？”或“What can we do to keep our school clean？”为主题，让学生任选一个写一篇小作文，激发学生构建良好的生活习惯的意识。

二、结合语境，发散思维

《义务教育英语课程标准（2022年版）》强调学生要提升思维品质，能初步从“多角度”观察和认识世界、看待事物，有理有据、有条理地表达观点；逐步发展“逻辑思维、辩证思维和创新思维”，使思维体现一定的敏捷性、灵活性、创造性、批判性和深刻性。在教学译林版英语6A Unit 1 The kings new clothes的Story time时，教师可以通过以下对话，激发学生思考，促进学生的发散思维，以达到“润物无声”的育人效果。

T： When the king walked through the city in his new clothes，the people in the street looked at the king and shouted，“What beautiful clothes！” Why did the people say that？ Did they really see the beautiful clothes？

S1： No，they didnt. Because they wanted to be clever.

T： Yes. Because the two men said，“Clever people can see them. Foolish pelple cant see them.” They didnt want to be foolish. Who wants to be foolish？ Nobody wants to be foolish. Were there any beautiful clothes？

S2： No，there werent. The two men didnt make any beautiful clothes. They just acted to make clothes，but didnt make any clothes.

T： Right. “Foolish people cant see them. Clever people can see them” is a magic sentence. This is the key point of the two cheaters success.（這句学生听不懂，教师可以用中文解释一下）If you were in the street，did you say，“What beautiful clothes！”

S3： Yes. I didnt want to be foolish.

T： Actually you didnt. You didnt want to be laughed by others.

S4： No. I could say，“ I cant see any beautiful clothes.”

T： Great. You are so brave and honest like that little boy. Many people liked protecting themselves and didnt tell the truth. To be honest，maybe be foolish and be dangerous. When the king heard that “The king isnt wearing any clothes！” how did he feel？

S5： He feeled angry.

T： Yes. He felt angry. （出示feel的过去式felt，强调feel的过去式是felt而不是feeled，并带领学生读几遍）Maybe he would catch the little boy and put him in jail. Did the king catch the two men-the two cheaters？

S6： No. He didnt want to ...

T： Maybe the king loved his face. He would be shamed to be cheated by the two men.

S7： I think the king put the two men in jail and punished them，and let them not to cheat others.

T： You are good at thinking. Maybe the king was wise，he would catch the two men and put them in jail. （出示：wise 明智的）

如此多角度的思维碰撞，让学生自主揣摩其中的奥妙，选择不同的故事结尾，自主评价故事中的人物，体现评价的多样性、人性的复杂性，允许学生进行批判性思维。教师教育理念的包容性和发散性，可促学生自省，并于自省中增智，亦可启发学生不可轻信他人的话，或可有效避免在生活中被别人欺骗。在此过程中，学生的思维品质得到提升，树立正确价值观。

三、角色扮演，沉浸体验

在教学译林版英语6A Unit 6 Keep our city clean中的Cartoon time时，就可以通过角色扮演，让学生沉浸式体验“Dont throw rubbish on the ground”和“You should put your rubbish in the bin”的必要性，于角色扮演中体验throw banana skins带来的伤害，明白该如何做一个文明的好学生。在指导学生朗读和表演中，可和学生进行如下谈话：

T： Who throws a banana skin on the ground？

S1： Bobby throws.

T： Does Tina ask him to pick it up？

S2： Yes，she does.

T： How to read “Bobby，you shouldnt do that！ Pick it up. It makes the street messy”？（多媒体呈现：Bobby，you shouldnt do that！Pick it up. It makes the street messy.）

S3： Angry.

T： Yes. She is angry and commands Bobby to pick the banana skin up. Who can read for us？（让几名学生试读，对语气、语调进行有效指导）But Bobby doesnt pick it up. Is Bobby a good boy？

S3： No，he isnt.

T： Yes. He doesnt follow the rules. He doesnt listen to Tinas sentence. What do you think of Bobby？

S4： He is not ... boy.

T： Yes. He doesnt take others advice and correct his mistake. Who slips on the banana skin and falls.

S5： Billy slips and falls and hurts his leg.

T： Yes. Billy is so pity. He steps on the banana skin and falls down. Bobby throws the banana skin，so he is shamed and responsible for Billys hurt. Bobby is so sorry. How to read “Im sorry，Billy.”（指導学生角色扮演时说话的语气：羞愧、抱歉、后悔）

T： Will Bobby realize his mistake and correct it in the future？

S6： Yes. I think he will. Throwing rubbish on the ground is not right. It makes the street messy，dirty and dangerous.

这一环节目的在启发和引导学生角色扮演中的心情和语气，让学生深刻体会乱丢果皮的害处，端正态度，修正行为，做一个文明守纪的好孩子。

四、续写文本，辨析品质

《义务教育英语课程标准（2022年版）》中“批判与创新”的具体要求有“能对语篇内容进行简单的续编或改写”。所以在英语教学中，教师适当地鼓励学生对一些有价值的语篇进行续编和改写，既可促进学生思维品质的提升，又可激励学生在续编和改写的过程中深化对语篇的理解和对人物的塑造，起到一定的育人效果。比如，在鼓励学生续写6A Unit 1 The kings new clothes时，先进行如下对话：

T： When the little boy pinted at the king and laughed，“ Ha！Ha！The king isnt wearing any clothes！” What would the king do？ Can you guess？

S1： Maybe he laughed at the little boy，“The boy is so little. Hes foolish. He cant see the beautiful clothes！”

T： Oh，maybe the king couldnt think the two men were cheaters. He thought the little boy is foolish. That is possible. Maybe the king was foolish.

S2： Maybe he knew that he was cheated by the two men. He was angry and woke up. He put the two men in jail.

T： Oh，yes. The king was clever and wise. He wouldnt be cheated again and wouldnt like new clothes. He would do many good things for his people.

在与学生的交流中，以辩证思维进行探讨，激发学生从正、反两方面去分析、续编文本，体现思维的多样性、灵活性，以培养学生多角度感悟语篇中蕴含的人生哲理，达到育人的效果。

五、自由辩论，深化理解

鼓励学生对课文里出现的正反两面思维的碰撞，进行畅快的辩论，有助于学生明辨是非、坚持真理，锻炼学生的思维能力，促进学生启智增慧，以解决思想上的内耗和疑惑。如在进行6B Unit 3 A healthy diet的Story time的教学中，学生就对Does Yang Ling have a healthy diet？的回答存有分歧，有的学生认为是否定回答，因为Food Pyramid中，对碳水化合物的摄取是a lot of，而Yang Ling only eats a little rice for lunch. 而有的学生认为Food Pyramid有偏颇，碳水化合物不应该是a lot of，而是some或a little才符合现代健康饮食的要求。所以在双方的思维碰撞后，可鼓励学生回家查找资料，准备好相关的理论支持，在综合运用板块，让学生自主分成正反两方进行辩论。在辩论中，学生对健康的饮食会有更加深刻的理解，不拘泥于课本，敢于质疑和批判。

再如，教学译林版英語6B Unit 4 Road safety时，以“School safety”为题目，激发学生打开思维，探讨如何保证学生在学校的安全。学生各抒己见，有理有据。但对于机动车该不该进校园的问题，学生又形成正反两方进行辩论：

S1：Drving cars into the school is very dangerous. We shouldnt let the cars drive into the school for the students safety.

S2：Just because the cars are dangerous，we shouldnt drive cars？No，we should drive more careful and in slow speed. The teachers should drive in another way from the students into the school.

S3：You know，some little students，like the children in the kindergarden and the students in Grade One or Two，they dont know more about the safety and run everywhere. To allow the cars into the school is not safe.

S4：Yes. The little students are lively and active，so we can order some watchkeepers to look after them and manage them not to run to the cars road.

S5：But not each little student listens to the watchkeepers，and the watchkeepers cant watch and hold on every student. So it is not safe to let the cars drive into the school.

S6：Right. And the teachers can tell the students not run or play near the cars or around the cars. Ask the students to stay away from the cars consciously.

在正反两方的辩论中，学生自然而然学会如何去管理自己、管理班级和管理学校，对能力的培养和品德的塑造都有一定的价值和意义。

对于学生不太会用英语表达的思想和道理，可以鼓励学生适当地使用汉语，因为小学的词汇量和句子、语法的学习还不足以支撑学生熟练使用英语去表达自己的思想和感悟。当然，对于善于钻研和乐学、善学的学生，教师给予极大的赞扬和鼓励，尤其是那些善于利用资源自学新词汇和新句型，并运用新词汇和新句型来表达自己想法和见解的学生。教师鼓励学生乐于自学、敢于创新，形成一定的跨文化的沟通能力，于解决问题的探讨和辩论中形成自己正确的世界观、价值观和人生观。