評(píng)判性閱讀能力培養(yǎng)的閱讀教學(xué)實(shí)踐

????????????????????????????????????????????????????? 江蘇省海門(mén)中學(xué)外語(yǔ)組? 倪彬

高中英語(yǔ)教學(xué)應(yīng)注重培養(yǎng)學(xué)生的批判性思維能力( 教育部，2003)。教師針對(duì)閱讀文本首先依據(jù)作者選取的相關(guān)事實(shí)，理出一條線索，從而引導(dǎo)學(xué)生揣摩作者的寫(xiě)作意圖，對(duì)事物的態(tài)度和價(jià)值觀，然后著重引導(dǎo)學(xué)生運(yùn)用預(yù)測(cè)，分析，質(zhì)疑，推斷，批判等思維的方法去解讀文本，從而達(dá)到對(duì)閱讀材料的深刻理解（潘云梅，2011）。本文以我校百花獎(jiǎng)?wù)n題M6U4project 為例，探討在閱讀教學(xué)中評(píng)判性閱讀能力的培養(yǎng)。

一．創(chuàng)設(shè)情景，問(wèn)題引擎，自然導(dǎo)入

Step 1. 教師課間播放Doctors without borders 的視頻，激活學(xué)生思維和去幫助他人的情感

?????? 上課一開(kāi)始，師生間展開(kāi)如下對(duì)話

T: We will learn a passage .It’s not a speech, not an argument, not a diary, but….

S1：It’s a diary.

T: Well done. As a diary, is it written in the first person, second person or the third person?

S2: The first person

T: Is the language formal or informal?

S3: informal

T: What are the necessary two parts of a diary?

S4: Experience and Feelings

( 設(shè)計(jì)意圖：讓學(xué)生通過(guò)日記人稱(chēng)和語(yǔ)言風(fēng)格及內(nèi)容的探討，激發(fā)情緒，對(duì)接下來(lái)的要讀的日記充滿閱讀期待。)

Step2.教師趁熱打鐵，呈現(xiàn)圖片輔助，培養(yǎng)學(xué)生的預(yù)測(cè)能力

T：We will learn a special diary written by a nurse who works for Doctors Without Borders.

? ?In the break time, we have seen something about doctors Doctors Without Borders.

???? What do you Observe , Wonder and Infer？

S: The doctors and nurses work with lots of difficulty.

T: Can you predict what experiences or problems will be talked about in the diary

S: …..

T: You are good predictors. It’s time to check your prediction

( 設(shè)計(jì)意圖：導(dǎo)入應(yīng)該考慮學(xué)生的認(rèn)知能力，生活閱歷和事件的社會(huì)關(guān)注度。本節(jié)課以Doctors without Borders 為切入點(diǎn)，激活學(xué)生觀察力，想象力，和預(yù)測(cè)能力，能幫助學(xué)生更好地理解接下來(lái)的文本。)

二 獲取信息，批判閱讀，培養(yǎng)學(xué)生分析，質(zhì)疑，和推斷的能力

Step1.Reading for a gist

T: If you read for a gist, what reading strategy should be used?

S: Skimming

T: Are you supposed to read it aloud or silently? Are you supposed to read it fast or slowly?

S: Read it silently and fast

T: Here we go

S: The text is about the MSF nurse’s experiences and feelings while she is working on the Doctors Without Borders.

T: Where can you find the summary?

S: The last paragraph usually functions as conclusion, which highlights the theme of the passage.

( 設(shè)計(jì)意圖：通過(guò)checking questions 指導(dǎo)學(xué)生運(yùn)用快讀策略把握文章總體框架和主旨)

Step2. Reading for information and critical thinking.

這一步驟是整節(jié)課的核心，一改傳統(tǒng)教學(xué)，通過(guò)不斷追問(wèn)，由淺入深，層層逼近，培養(yǎng)學(xué)生鑒別陳述表述等經(jīng)驗(yàn)，培養(yǎng)學(xué)生歸納，質(zhì)疑能力，最終培養(yǎng)評(píng)判性閱讀能力。

T: Obviously , as you know, most of the passage tells us her experiences and problems .Why not figure them out?

板書(shū)：fields and harvest were destroyed /lack of food/malnutrition

T: You can use the information from the diary ，you can use the key words to summarize it or you can paraphrase it in your own words.

T: One student one point .Report the problems she met with in the experience.

Ss: no regular medicine/cut and wound/no shelter, food and clean water/language barrier/death……

( 設(shè)計(jì)意圖：這一教學(xué)步驟讓學(xué)生查找信息同時(shí)，加上自己的歸納和判斷，同時(shí)兼顧不同基礎(chǔ)提出了不同要求：可以運(yùn)用原文，也可以用關(guān)鍵詞 ，也可以用自己語(yǔ)言轉(zhuǎn)述。便于激發(fā)每位學(xué)生閱讀興趣。)

T: Put the problems and experiences into different categories.(Group work)

學(xué)生邊講教師板書(shū)：tough weather/heath problems/food conflict/language barrier/the death

( 設(shè)計(jì)意圖：這一步驟難度遞進(jìn)，目的是用核心詞歸納出各段的主旨，但教師沒(méi)有直接說(shuō)，學(xué)生小組合作，水到渠成完成任務(wù)，提高了提煉信息和批判性思維能力。)

T: You did a good job. You have a good understanding of the passage. How can you know it so well? What writing skills are used?

Ss: vivid description ,comparison ,examples……

( 設(shè)計(jì)意圖：讓學(xué)生自主歸納寫(xiě)作手法，為后面輸出打下伏筆。)

T: Is there something impressive/shocking/surprising

Read between lines

Example: My acting skills are very good, so I can still communicate with people ,even when there is a language barrier and no interpreter around----(Gesture/Sign/Body language is a universal language)

S1:If reminded me of my time in Sudan, where several Doctors without borders staff were attacked as people tried to get the food.---- Hunger is a threat to peace/harmony.

S2:I am finding that my job is not limited to being a nurse. It is being a person who can listen to and comfort them.-----Sharing their voices /feelings and keeping them company are of great help.

S3…..

( 設(shè)計(jì)意圖：這一步驟對(duì)學(xué)生的概括和批判性思維要求很高，激發(fā)學(xué)生轉(zhuǎn)述文章的表達(dá)，同時(shí)分享閱讀感受，潤(rùn)物細(xì)無(wú)聲，其實(shí)培養(yǎng)江蘇省高考任務(wù)型閱讀的能力。)

T: What do you think of her experiences?

S: exciting, challenging ,risky, adventurous

T: As a whole ,it is a demanding job

T: What does she think of her experiences?

S: We can tell she became grateful ,mature and tolerant

T: So ,we can see it is a rewarding job from a different angle.

( 設(shè)計(jì)意圖：從閱讀策略的訓(xùn)練過(guò)渡到情感價(jià)值觀的審視。)

T: What qualities are needed for the job

S: determination ,bravey ,flexible ,warm-hearted ,devoted……

T: It is love that can see us through problems and difficulties.

( 設(shè)計(jì)意圖：自然過(guò)渡，進(jìn)一步主題升華)

三 精講點(diǎn)撥，遷移運(yùn)用

PPT: l-listen with ears, O-observe with eyes, V-value with hearts. E-Express with actions.

T: Now, to help or not to help ，it is not a question. Are you ready to take action. Doctors without borders is too far away from us. Why not make a difference to others in our daily life？

PPT: Action plan—share your love –make a difference to ___

Who/ problems /actions/Feelings

教師用詩(shī)歌欣賞總結(jié): We help, although it is not easy.

? ?????????????????We help, although some people doubt.

? ?????????????????We help, although we won’t get results.

? ?????????????????We help, because it is what makes us human

? ?????????????????We help, because it is what makes the world better.

? ?????????????????We help ,because……

?( 設(shè)計(jì)意圖：學(xué)以致用，交流展示，矯正反饋，深度拓展)

Step4.Homwork: 1.Write your action plan and email it to me2.Surf the Internet to know more about doctors without borders.

T: Thank you for your cooperation. Have a nice day! I am looking forward to your coming email.

教學(xué)反思：

作為教師應(yīng)準(zhǔn)確把握文本內(nèi)容和學(xué)生已有的知識(shí)儲(chǔ)備和能力水平，有效展開(kāi)形式多樣的課堂教學(xué)活動(dòng)，對(duì)學(xué)生進(jìn)行有效的思維訓(xùn)練，鼓勵(lì)學(xué)生獨(dú)立思考，相互討論，發(fā)表自己的見(jiàn)解，培養(yǎng)學(xué)生的邏輯思維和批判性思維，使學(xué)生了解知識(shí)發(fā)生，發(fā)展，變化的全過(guò)程，從而為學(xué)生能創(chuàng)造性地解決問(wèn)題奠定基礎(chǔ)，培養(yǎng)和發(fā)展學(xué)生的創(chuàng)造性思維能力。

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