陈萍
广东省广州市增城中学 511300
摘要：读后续写是让学生在读懂一篇英语文章后，对其进行一定的续写，用来考查学生把阅读与写作紧密结合的综合语言运用能力。读后续写训练可以充分调动学生的思维，让学生在提高英语水平的同时也进行了思维品质的提升，本文将探究如何在英语读后续写教学中培养学生思维品质。
关键词：高二英语；读后续写；思维品质；实践策略
《普通高中英语课程标准（2017年版）》指出普通高中英语课程旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养。核心素养目标着眼于全面育人，而不是单纯把语言作为知识或技能来教学，因此，在日常教学中要分阶段、分层次、有侧重地培养学生的英语学科核心素养。读后续写是让学生在读懂一篇英语文章后，对其进行一定的续写，用来考查学生把阅读与写作紧密结合的综合语言运用能力，读后续写训练可以充分调动学生的思维，让学生在提高英语水平的同时也进行了思维品质的提升，本文将探究如何在英语读后续写教学中培养学生思维品质。
一、思维品质内涵
《普通高中英语课程标准（2017年版）》指出思维品质是核心素养中的重要内容，其品质一般包括逻辑性、广阔性、深刻性、灵活性、敏捷性、创造性等等，人们在思维活动中会展现出不同的特性，这就构成了思维品质。所以，教师想提升学生思维品质水平，就要提高学生逻辑性思维、广阔性思维、深刻性思维、灵活性思维、敏捷性思维、创造性思维等方面的能力。
二、我校高二英语读后续写教学中学生思维品质培养的实践策略
今年是广东高考首次采用读后续写题型，作为高二英语老师，我们都是“摸着石头过河”，一边学习一边教学一边归纳总结。在快一个学期的训练中，我们得出以下实践策略：
1、半开放性的读后续写训练，培养学生敏捷性思维和批判性思维
针对刚接触读后续写的高二学生，我们会采取一些半开放性的训练素材。让学生阅读一段记叙文文体的小故事，然后让学生选择续写的结尾。我们会给学生提供三个相关的结尾进行选择，同时给学生一个续写结尾的机会。当学生选择完后，我们会引导学生去思考为什么选择那个选项，为什么不选其他两个选项，如果学生自己续写结尾，我们则会引导学生思考自己的结尾与选项的区别和优势。教学实例如下：
阅读下面的故事，完成故事的结尾（可以从所给的A、B、C中选，也可以自己写。如果你选择了其中一个答案，请思考为什么选择这个答案，为什么不选择其他两个答案。如果你自己续写结尾，请在空白出写出来，并思考你自己的结尾和选项结尾的区别和优势。
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One day, about ten years ago, while working at the cash register in the gift shop at my University Museum of Natural History, I saw an elderly couple come in with a little girl in a wheelchair. As I looked close at this girl, I found that she was fixed on her chair. I then realized she had no arms or legs, just a head, a neck and upper body, dressed in a little white shirt. As the couple wheeled her up to me, I turned my head toward the girl. When I took the money from her grandparents, I looked back at the girl, who was giving me the most optimistic, largest smile I had ever seen. All of a sudden, her handicap was gone and all I saw was this beautiful girl, whose smile just melted me and almost instantly gave me a completely new sense of what life is all about. She took me from a poor, unhappy college student and brought me into her world; a world of smiles, love and warmth. ________________________________
A.Now I have become a successful businessman thanks to her smile and I know she is still leading a very active and happy life.
B.Now I know life is not easy, especially for a girl like her. So I often think about her and is eager to see her again.
C. I’m a successful businessman now and whenever I think about the troubles of the world, I think about that little girl and the remarkable lesson about life that she taught me.
D.( Your sentence) ____________________________________________________
这种半开放性的读后续写训练不仅能引导学生思考该如何对文章进行读后续写，而且还让学生清楚的认识到什么样的续写是偏离中心内容的，在训练中学生的批判性思维和敏捷性思维得到很好的训练。
2.同一个故事的多次续写，培养学生广阔性思维和深刻性思维
我们会选取一些经典的寓言故事，把这些故事改编为读后续写的形式让学生进行训练，并且同一个故事进行多次有梯度的续写，教学实例如下：
阅读下面的故事，根据所给段落开头，续写故事，使之构成一个完整的故事。
THE BLIND MEN AND THE ELEPHANT
Once upon a time there were six blind men who lived in a village in Indian. Every day they went to the road nearby and stood there begging. They had often heard of elephants, but they had never seen one, for, being blind, how could they?
One morning an elephant was led down the road where they stood. When they heard that an elephant was passing by, they asked the driver to stop the beast so that they could have a “look”.
Of course they could not look at him with their eyes, but they thought they might learn what kind of animal he was by touching and feeling him. For, you see, they trusted their own sense of touch very much.
The first blind man happened to place his hand on the elephant’s side. “Well, well,” he said. “This beast is exactly like a wall.”
The second grasped one of the elephant’s tusks（长牙） and felt it. ______________
_____________________________________________________________________
堂上给学生5分钟续写以上内容，当学生续写完后，展示1-2位学生的作品并做点评，然后老师提供这部分读后续写的参考范文。The second grasped one of the elephant’s tusks（长牙） and felt it. “You’re quite mistaken,” he said. “He’s round and smooth and sharp. He’s more like a spear than anything else.”
接着让学生用5分钟继续续写下面内容
The third happened to take hold of the elephant’s trunk（象鼻）. ________________
_____________________________________________________________________
等学生续写完后，展示1-2位学生的作品并做点评，然后老师提供这部分读后续写的参考范文。 The third happened to take hold of the elephant’s trunk. “You’re both completely wrong.” he said. “This elephant is like a snake, as anybody can see.” 接着又让学生用5分钟继续续写下面内容，以此类推，多次续写。
根据外国语言学及应用语言学研究中心王初明教授提出的“内容要创造，语言要模仿”原则，教师引导学生分析原文中语言特点，让学生体会第一位盲人的语言特点。第一位盲人的回答“Well, well,” he said. “This beast is exactly like a wall.”中“well，well和exactly”的运用不仅表达了盲人的自信，也传递了对其他几位同伴的不耐烦。言下之意是“这么简单的事，有什么好争议的呢？”，文中运用这些语言可以更加衬托和突出文章的中心内容，为后文的续写做好铺垫。
同一素材多次利用，层层递进，让学生模仿盲人说话的语言特点，创造语言内容，培养学生思维的广阔性和深刻性。
3.多角度和多维度选取优秀学生读后续写作文供其他学生参考，培养学生广阔性思维和灵活性思维。
曾经有专家说过，只要故事情节和逻辑合理，语言准确，一百位学生就可以写出一百种文章的读后续写。带着学生一起赏析范文中优美的句子结构和文章的亮点，让学生从范文不同的故事情节和丰富的语言中得到启发，培养学生思维的广阔性和灵活性。
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[3]王初明.以“续”促学[J].现代外语,2016(6).
[4]王初明.读后续写--提高外语学习效率的一种有效方法[J].外语界，2012（5）.
(本文系增城区教育科学“十三五”规划2019年度课题《核心素养下的高中学生英语思维品质的培养研究》（课题编号ZC2019078）的研究成果）