沈立萍
杭州市萧山区瓜沥镇坎山初级中学311243
【摘要】培养学生的思维品质是初中英语教学的重要任务。英语阅读课不仅为学生内隐的思维活动提供机会，也为思维活动的外显化创造平台。本文以一节区级初中英语基本功评比中的阅读展示课为例，来探讨基于思维品质培养的初中英语阅读课教学设计的要点：利用主题激活学生的思维，借助联系语厘清学生的思维，通过设问提升学生的思维，开展评价评判学生的思维。
【关键词】思维品质；阅读课；设问；评价
《义务教育英语课程标准（2011年版）》明确提出，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务（教育部，2012）。 此外，随着中国学生发展核心素养框架的出台，英语学科提出了基于语言能力、文化品格、思维品质和学习能力四个维度的核心素养框架。这就意味着思维品质的培养不再是特优学生的发展目标，而是对基础教育阶段所有学生的普适性要求（张金秀，2016）。从《课标》提出的“思维能力”到英语学科核心素养倡导的“思维品质”，我们可以发现，培养学生的思维品质在英语教学中有着越来越重要的地位。
笔者发现，在此背景下，如何在阅读教学中培养学生思维品质是最近几年英语教师和其他教学研究者们的研究主阵地。的确，“阅读”作为语言输入的重要环节，毋庸置疑是学生思维积极活动的课程。本文结合区初中英语教师基本功比赛中阅读课“Give the gift of water”的教学课例，阐述在阅读教学中培养学生思维品质的几点思考。
一、教学课例分析
（一）教学内容分析
本课教学内容来自于21世纪英文报2020年5月份的第605期的初三版内容，为了更好地培养学生的思维品质、满足实际教学需要，笔者对文章进行了一些处理，即对标题进行了挖空处理。具体文本如下：
Destinee Whitaker was in fourth grade when she learned that millions of people around the world lack clean water.
“It was a problem that just stuck with me, that not everyone had what I had, that not everyone lived the way that I live,” said Whitaker, a young girl from West Philadelphia, Pennsylvania, US. “Water is a necessity.”
When Whitaker entered high school, she felt she had to do something. She wanted to raise money to buy water purification systems (净化系统) for people in need. Whitaker knew the systems would have to be easy to carry and able to work without electricity.?So she checked with some experts to make sure the system she had her eye on would fit the bill.
With the help of her classmates, Whitaker organized bake sales, dress-down days and games. They raised $800 (5,653.6 yuan) – a large amount for a school where 70 percent of students’ families are not rich.
But Whitaker soon found that finding an organization that could deliver the water purification systems was a bigger problem. She went to mission groups and others about their possible connections to projects in Africa, Central and South America. No one could help.
Then Whitaker connected with Joseph Sackor. He runs the Liberia Medical Mission, an organization that provides medical services to Liberians who lack health services. Sackor accepted the school’s money and agreed to deliver the systems to people who need them.
Whitaker dreams of someday starting her own nonprofit organization to bring clean water to more people in need.?
（二）学情分析
本课授课对象为本区一公办学校的初三学生，他们英语基础扎实，对“water”这一话题非常熟悉，也能对“water”资源进行简单的谈论，对主题句也有初步的概念，但对于用详细的例子清晰而有条理地论述水资源还是存在困难。
（三）教学目标
基于对教学内容和学生情况的分析，笔者将本节课定位为以帮助学生用恰当的细节信息支撑主题句的阅读课，并制定了以下教学目标：
1.Ponder and infer the purpose of the passage.
2. Realize that we should keep on our dreams no matter how many difficulties we will meet;
3.Realize that protecting water and other resources is necessary to us.
4.Try to answer:Do you have a clear topic sentence? Do the details support the topic sentences properly?
（四）教学过程
Step1: Warming up
Activity 1: video
Students enjoy a video and learn how to turn dirty water into clean water in the wild. Then the teacher talks with the students about the importance of clean water.
[Justifications] Students get interested in the class and understand the importance of clean water.
Activity 2: free talk
Students imagine that they live in a place without any clean water and think about how to make the situation better. The teacher guides students to figure out different ways to help people in need.
[Justifications] Students aware that they can do something to help those people in need. This activity also leads to the nest step.
Step2: Predicting
预测是一个积极思维的过程，要求读者根据已了解的文本信息，结合自身的认知经验，通过自身的理解和推断，对文本内容或后续的情节发展等进行猜测（贵丽萍等，2013）。读前预测不但可以激发学生的阅读兴趣和动机，还可以激活学生对相关话题的背景知识，训练学生的发散思维（温爱英，2016）。而有效的预测不是毫无依据、天马行空的乱猜，而是有依据地进行预测。让学生通过仔细观察展示视频和图片，将信息进行整合、分析，最终做出判断。这其实是一个锻炼学生思维能力的脑力活动。
Step3: Fast reading
Activity 1: fast-reading
Students read the passage quickly by themselves and find out the time line in the passage.
(Para ________) (Para _________) (Para ________)
[Justifications] Students can divide the passage into three parts according to the time line.
Step4: Careful reading
Activity 2: Careful-reading
1.Students read paragraphs 1-2 carefully and answer the following questions.
1)What did Destinee learn in her fourth grade?
2)What was the problem that stuck with her at that time?
2.Students read paragraphs 3-6 carefully and find out the problems she had in high school.
Problem 1: how to _____________ to buy water purification systems.
Problem 2: how to ____________ water purification systems to people in need.
Which problem is more difficult to her and why? Underline the answer in the passage.
3.Students read paragraphs 3-4 carefully and fill in the blanks.
4.Students read paragraphs 5-6 carefully and do True or False questions. If it’s false, they need to correct it.
1)Some mission groups helped her deliver the water purification systems.
2)Liberia Medical Mission is an organization that provides medical services to Liberians who lack health services.
3)Sackor didn’t accept the school’s money but still agreed to deliver the systems to people who need them.
5.Students read the last paragraph and find out what she wants to do in the future.
Her dream: Someday she can start her own __________________ organization to bring ______________ to more people in need.
[Justifications] Students learn to search for the specific information in the passage, and master the reading skill--scanning. They also get the general understanding of the passage.
Activity 3: Skimming
Students figure out the best title of the passage.
What’s the best title for this passage?
A.The importance of water B. Problems of an American girl C. Give the gift of water
[Justifications] Students understand the passage and the title also set a foundation of the following step.
这些环节是为了引导学生回到文本、关注文本，找出各段中的关键支撑信息，并理清主题句和支撑信息、不同支撑信息之间的关系，从而对文本脉络有更清晰的把握。
Step5: Post-reading
Activity: Discussion
Students are divided into groups of four and discuss about the following questions. While discussing, they should take some notes. After that, the group leader makes a report.
Questions: What else is necessary to us?
What should we do in our daily life?
[Justifications] From the passage, students can learn the importance of water. So this time, they discuss and think about the other resources we should save in the world and express their own ideas. Students can work cooperatively and express themselves in this activity.
这些活动既帮助了学生取长补短，也培养了他们的反思性思维和批判性思维。
二、基于思维品质培养的初中英语阅读课教学设计要点
虽然这节课存在着不足，但在培养学生思维品质方面还是有效果的。在整个教学过程中，笔者能明显感觉到学生的思维一点点打开，并一步步深入。课后，听课老师们也对这节课给予了较高的评价。笔者细细思考，认为本节课的初步成功离不开以下四点的落实：
1.利用主题激活学生的思维
阅读课中的导入、阅读等写前环节都是为最后的discussion与report服务。因此，笔者把握好导入的时间，使导入有明确的目的——激发学生思维，为discussion与report搭建支架。紧紧抓住阅读文本和写作的主题开展教学活动，则是实现这一目的有效方法。笔者在本节课一开始就用“water”这一主题进行导入，通过视频提示和图片提示一步步激活学生的思维，也激活了他们已有的知识；根据视频和图片提示预测文章内容，进一步刺激了学生的思维，激发出他们的探究兴趣。
2.借助联系语厘清学生的思维
在获得文本的主题之后，笔者引导学生回归文本，对文章内容进行梳理，帮助学生把握文章的框架，从而为后续的discussion与report框架提供学习的模板。梳理文本脉络的过程，也是学生理解作者写作思维的过程，也是他们厘清自己思维的过程。那么如何有效帮助学生理清思维呢？在文本材料中，In the fourth grade, In high school,In the future这条时间主线统领材料，在本节课中，时间上的逻辑联系语起到了很大的作用。
逻辑联系语是表示各种逻辑意义的连句手段。逻辑联系语可以由词、短语、分句三类语言单位充当（刘庆元，2000）。
（1）利用逻辑联系语确认主题
In the fourth grade,在验证猜测这一环节，教师引导学生关注necessity一词。引导学生关注这个词，帮助他们印证了猜测、确认了主题。具体教学活动如下：
（2）利用逻辑联系语定位主题句
表达行文逻辑的标志性词语In the fourth grade, In high school,In the future有利于学生梳理出文章的主题句，理清各段之间的关系。
（3）利用逻辑联系语提炼支撑信息
在本节课中，逻辑联系语a bigger problem还帮助学生提炼出每一段中的关键支撑信息。如：What did Destinee learn in her fourth grade?She learned that millions of people around the world lack clean water.
What was the problem that stuck with her at that time?
The problem was that not everyone had what she had, that not everyone lived the way that she lived.也定位到了各段的主题句。
3. 通过设问提升学生的思维
笔者在备课阶段研读文本时，发现最后一段对于Whitaker’s dream的阐述是培养学生思维的契机。于是对这一段进行了相应的处理、设计了探究任务，将这一段文本的解读作为本节课教学的一大重点。在该环节，笔者主要通过巧设思索性问题和即时追问来关注学生的思维培养。
（1）巧设思索性问题，关注思维的有效性
Sadker（1991）认为，思索性问题（Higher Order Thinking Questions）是指那些不能仅仅依赖记忆或回忆，而是需要更多的思考才能回答的问题。具体地说，这种问题在回答时一般都需要经过下列思维过程的一个或几个环节：分析、综合、比较、分类、抽象、概况等（转引自郑志恋，2002）。因此笔者设计了两个思索性问题：water purification systems 和raise money，具体如下图。
在学生给出他们认为可能的答案后，教师给出答案“nonprofit”和 “clean water ”，引发学生思考此处是否可以这样填。
教师继续引导学生关注文本的支撑要点，并根据上下文，思考最佳标题。
在学生给出他们认为可能的答案后，笔者给出三个备选答案，鼓励学生比较、分析哪一个最合适。
这几个思索性问题训练了学生的思维。首先，学生在不受到文本所给内容影响的情况下，观察、分析、综合上下文信息，积极发动思维、给出他们认为合理的答案；然后，学生在教师所给答案的引导下，渐渐梳理出作者的思维和叙述逻辑，进而明确作者的写作思路。
（2）追问即时性问题，增强思维的深刻性
追问是使学生思维深入的有效策略，因为被追问时学生必须深入思考，努力寻找支撑自己观点的理由。因此，教师在引导学生思考以上几个探索性问题过程中，多次进行了追问。
追问使学生关注到下文，意识到要学会从下文获取信息。追问进一步帮助学生了解到：在写作时要关注表达的多样性，尽可能避免重复使用同样的表达方式。在回答追问时，学生的思维继续深入，理解了支撑信息对主题句的支持作用，因此在关注下文的同时也不能忘了上文的主题。
4.开展评价评判学生的思维
Discussion and report 的过程是学生学习的过程，因为学生在点评同伴习作的同时有了更加直观的感受，他们能收到同伴和老师的即时反馈，明白自己report的优点和可以改进的地方，今后能做到扬长避短。
更为重要的是，开展自评和互评不仅能帮助他们的口头表达得到提升，也能促进他们思维的发展。自评对学生的反思性思维提出了要求。具备反思性思维的学生能根据目标调整学习，并通过反思性思维改进自己的思维（Paul&Elder,2016）。同伴互评则有助于学生批判性思维能力的提高。
结束语 如何充分利用阅读课，在提高学生阅读能力的同时培养学生的思维品质，是值得我们每位初中英语教师探究的问题。笔者通过上述课例的初探，发现阅读课堂中蕴含了很多发展学生思维品质的契机，我们可以抓住时机，用主题激发学生思维、抓联系词梳理学生思维、设追问加深学生思维、借评价完善学生思维，从而将学生思维品质的培养融入阅读教学的教学环节中，最终实现学生阅读能力提高和思维品质提升的双丰收。
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