聚焦读后续写策略，提升思维品质

作者简介：张亚平（1989～），女，汉族，江苏南京人，南京师范大学附属实验学校，研究方向：中学英语教学。

摘 要：在读后续写的创作过程中，学习者需协同原文的情境模式，以确保续写的内容和语言与原文连贯。而在读写过程中的语言的输入与输出，也是培养学生高级思维能力的关键环节。文章通过读后续写教学中的案例设计，阐述了如何在读后续写活动中通过对语篇的宏观、微观分析、语篇协同方法等探究，培养学生的分析、综合、批判、创新等高阶思维能力，发展学生思维品质。

关键词：读后续写；思维品质；教学策略

中图分类号：G633.41 文献标识码：A 文章编号：1673-8918（2022）50-0016-05

读后续写题型属于半开放性的，要求对文本后面的故事情节及故事结尾做出推断，使原文独立完整、意义连贯。读后续写的写作部分是基于学生对阅读篇章的理解和分析，主要考查学生阅读、书面表达和高阶思维能力，具有较强的教学导向作用。这就需要教师在日常英语教学中，采取针对逻辑思维、批判思维和创造思维培养的教学策略，帮助学生将其转化为解题能力。

一、思维品质与读后续写的关系

布卢姆认知目标分类理论中，认知过程由低级到高级被分为记忆（remember）、理解（understand）、应用（apply）、分析（analyze）、评价（evaluate）和创造（create）六种水平。

一方面，在英语学习中，学生对单词、语法等的阅读和记忆尚处于一个基础的思维状态，换言之是学习的基础，通过记忆和理解转化为解题能力就是布卢姆所谓的应用环节。此外，能够从基础应用中，找到对应法门，做到举一反三，触类旁通，并且能够将其考查要点分析提炼出来，就糅合了分析、评价、创造的过程。这个过程契合了读后续写所需要的词汇积累、阅读理解、分析创作的解题步骤，可以说，思维品质是读后续写的内核支撑。

另一方面，在专门针对高中生思维品质的研究中，多项研究证明读后续写可以激发高中生学习的积极性，提高英语写作语言运用能力，同时也有利于思维品质的发展，尤其是高阶思维能力的发展。

因此，研究运用“读后续写”的教学策略，达到思维品质提升的目标。结合观摩研讨会的课例，探索教师如何在英语读后续写教学中培养学生的思维品质。结合读后续写具体教学案例，在培养学生阅读技能、落实文本语言知识的基础上，逐步培养学生的逻辑性思维、批判性思维和创新性思维。读后续写具有显著的促学优势，尤其能促进高中生思维品质提升，文章旨在探究在思维品质理论的指导下，通过设计合理的课堂活动，发展学生思维品质。

二、课例背景与文本分析

此课例是笔者在南京市2021年12月一次公开课教学，结合之前在南京市的一场讲座研究，试图探究适合高中英语读后续写的教学方法。

所选文本讲述了一个22个月大的孩子Meghan与父亲之间的生活故事，在父亲工作时，小女孩通过呼唤、拍打玩具、发出噪声等一系列方式吸引父亲的注意力，想要得到父亲的陪伴。文章最后一部分，父亲企图用娃娃吸引女儿的注意力，自己回归案头继续工作，文章到此部分戛然而止。原文如下：

“Missy，” I cried to my wife， “did you put the banana skin on my desk？”“No， honey， Meghan probably did，” As Id feared， she had missed my real purpose of the question which was to make it clear to her that she hadnt done her job：defend my desk against the invader—our naughty girl. I abandoned the conversation.

I sat here at the desk， and stared at the screen. I waited patiently for ideas to come to me， exam questions for a test I would give my English students. My wife was off to a reunion somewhere， but I was not alone. Meghan， our 22-month-old daughter， kept me company. Yet her plans that day seemed to go against mine.

She followed a daily routine that was both time-consuming and challenging. It included certain basic tasks：watching the fish， sweeping the carpet in her room， climbing up and down her bed.

At first， I could concentrate on designing my test paper. But I was soon sidetracked（分心的）. I had not counted on the arrival of the “bib-bibs”（“Bib-bibs” were birds）. “Bib-bibs， bib-bibs！” Meghan screamed excitedly， her eyes alive with expectation. She insisted that I go with her to the window.

“In a second， just let me finish this question，” I said. She pulled me by the hand （two fingers， actually） toward the window. I saw myself as a fool， being led to watch the bib-bibs. And we did watch them. They chattered and leaped back and forth on the lawn just outside our apartment window. Meghan was absorbed， but as I watched them， I still thought about my work.

Suddenly she rushed out from the room， and I heard her naked feet slapping against the wooden floor outside. She returned with her doll， Dumpty. She held him up to the window， stretching him out by his two arms and whispering into his nonexistent ear. “Bib-bibs， Dumpty， bib-bibs！” Then I left them in conversation and returned to my desk.

续写题目1：Unfortunately， she came again soon， with her shoes in hands and preparing for an outing.

续写题目2：Out of the corner of my eye I could see the little girl sobbing because I didnt have time for her.

所给文章语言生动形象，主题贴近学生生活，运用一系列动词、对话、比喻等修辞手法表达，语言难度适中，符合学生的能力水平，学生有话可写。但学生所写习作中，存在重大细节与原文设定不符或过多增添无关细节的情况。

其实在日常练习的过程中，学生最常遇到的读后续写文本就是“叙事和议论性文章”，这一类文章的特点是一上来会给我们讲一个小故事，然后围绕故事进行梳理，不同的文章结构也是不一样的。有些文章是一边讲事情，一边叙述道理，有些文章是先把故事讲完，再整体叙述道理，让学生围绕这一个故事进行点评。很多高中生虽然可以在短时间内读懂文章内容，但是只要一下笔，就会遇到各种障碍。

三、提升思维品质的融入路径

记叙文的主题是文章的核心与灵魂，贯穿始终，传递作者意图和认知态度，是语篇的中心点，是续写的起点，是内容协调、语篇连贯的保障。基于学生习作，本课设定以下两个目标：第一，基于文章主题，引导学生从内容、语言、语篇连贯三个维度评价同伴习作的适切性。第二，基于内容、语言、语篇三个维度，润色修改一篇文章。

（一）基于内容、语言、语篇的协同性，发展批判性思维

本节课上课，教师选取最具代表性的学生习作，主题定位准确，但有重大细节不符合原文内容，呈现如下（无修改）：

Unfortunately， she came again soon， with her shoes in hands and preparing for an outing. “Remember to return home on time.” I said. she nodded her head and left with Dumpty. After that， I returned to design my text paper. As time went away， it gradually turned dark， then I realized that by that time Meghan still hasnt got home. I hurried to the window to find her tracks. She held one of the birds with some wounds. Soon I went downstairs and examine the wound. “Dad， I just caught a bird.”“Why do you do it， doesnt you know the danger.” Then I let the bird fly away.

Out of the corner of my eye I could see the little girl sobbing because I didnt have time for her. “Sorry， Meghan， because of the work， I even have no time to tend you.” She kept silent and nodded. To cheer her up， I decided to make meals with her. We got home and prepared for it. I taught her how to cut vegetables by hand. With her excited scream， I realized that company is my responsibility. As time went by， we experienced a cozy process with sincere company. I thought to myself “I will accompany her forever.”