在绘本教学中发展探究思维，提升文化品格

摘  要：绘本阅读是提升小学生阅读能力的有效途径，是教材语篇阅读的有益补充。教师通过绘本阅读的教学不仅能激活学生的阅读兴趣、培养学生的阅读能力、给学生提供精彩的阅读体验，高品质的绘本阅读课也是发展学生探究思维能力，提升学生文化品格的有效途径。本文以一节绘本课Mixed-A Colorful Story为例，探讨在绘本教学中发展学生思维，提升学生文化品格的实践方法。

关键词：绘本教学;探究思维;文化品格

一、教材分析

Mixed-A colorful story这本绘本是2019年荣获英国图书团体联盟金奖的作品。绘本向我们展示了这样一个富有童趣且引人深思的故事。绘本故事中，红、黄、蓝三种颜色和谐地生活在一起，这些颜色各有特点，红色吵闹，黄色明亮，蓝色冷静。他们都认为自己是所有颜色中最具个性、最最优秀的那一位。矛盾因此产生。他们相互排斥，又相互融合，一个和谐多彩的世界因此诞生。

通过对绘本语篇的分析，我们不难看出MIXED-A Colourful Story在两个方面具有鲜明特点：

一是作者通过颜色之间的排斥和融合讲述了一个生动的故事。绘本照进生活，表面上作者在谈颜色之间的融合，其实质是指对多样性的包容，对个体差异的尊重，故事传递了一定的育人价值。

二是语篇在主题引领上有着深刻的现实意义。绘本在育人的同时也渗透了一定的学科知识，例如不同的颜色反馈不同的人类情绪。颜色之间相互融合形成新的颜色。通过阅读绘本，学生在科学、美术学科的认知上也会有新的收获。

二、学情分析

参与本课学习的学生为我区五年级的孩子们。经过五年的英语学习，他们有良好的语言基础和学科自信。孩子们对两种颜色合成新的颜色有一定的了解，但还不太清楚在社会生活中用颜色表达情绪的概念。我还了解到大多数孩子都能相互包容、相互尊重，但孩子们之间的偏见和歧视仍然存在。

三、设计思路

基于绘本故事类语篇的特点，教师采用图片环游法设计不同层次问题引导学生展开绘本阅读。图片环游本质上是一种分享阅读，是教师和学生共读故事、合作构建意义的过程。文化意识体现英语学科核心素养的价值取向，思维品质指思维在逻辑性、批判性、创新性等方面所表现出的能力与水平。基于孩子们的语言基础和认知特点，在本课的教学中，通过绘本阅读和语言学习在探究文本主题意义、落实语篇育人价值的同时渗透学科融合的教学理念，发展学生的探究思维。

四、教学目标设定

（一）任务目标

1. 能通过阅读理解绘本故事，并在板书提示下复述故事。

2. 能通过表演故事体会、模仿故事人物的个性和情绪。

3. 能通过小组合作尝试融合不同颜色并在此基础上创编故事。

（二）体验目标

1. 能感受世间万物的多样性，并尝试理解、尊重、接纳事物的差异。

2. 通过小组合作探索、发现、创造的乐趣。

（三）语言要点

Mix，harmony，separate，possibility，Loudest，Brightest，coolest.

五、教学过程

（一）Pre-reading

Step 1 Requirement and Assessment

T：Today I want all of you can keep watching，keep guessing，keep talking and keep thinking in my class。

设计意图：

教师首先将班级分组，然后建立评价标准。

Step 2 Leading-in

（1）Teacher shows students three cups of coloured water，then mixed two of them in class.

T：Watch carefully. There are three colors on my table，now I mix yellow and red，I use my brush to mix them，mix，mix，mix！Guess，what color is it in my hand？

（2）Teacher asks questions on color-mixing.

T：When we mix two colors together，we will get a new one，and it is different from the others. We know red and yellow make orange. How about the other colors？

设计意图：

在此阶段，教师建立语言示范，回顾学科知识，也为接下来的阅读扫除部分障碍。

Step 3 Cover-reading

Teacher leads students to read the cover pictures.

T：Watch carefully，what information can you get from the cover picture？

Keep thinking，what kind of colour was red？

Keep guessing，were they enemies or friends？

设计意图：

通过请学生观察封面信息，深度挖掘封面人物特征，教师落实对阅读策略的引导。学生通过思考、猜测、讨论，了解了颜色的鲜明特征和颜色带给大家的情绪感受，带着生活经验阅读绘本故事。在读前阶段，教师通过一个小实验，五个关键问题实现了导入主题，建立示范，落实阅读策略，预测语篇内容。让学生在此环节真正做到了keep watching，keep guessing，keep talking and keep thinking。

（二）While-Reading

Step 4 Picture-cruising

Teacher leads students to read the book picture by picture by asking a series of questions. During the picture-cruising，students may have chance to read，think，role-play and discuss in suitable time.

T：In the beginning，were they enemies or friends？

Which picture supports your idea？

What did the colors say？

How did they say it？

Activity 1：Teacher asks students to imitate what the colors say in groups，then asks them to show it in front.

T：Would they be good friends then？How did they feel？

Activity 2：Find more interesting details and discuss it in group.

Acitivity2：Discussion

If there were only one colour in your world，how would you feel？

What’s your parents’ attitude if you make friend with someone special or different？

T：After that，they had a baby. Guess，what color was the baby？

设计意图：

通过一系列的问题，教师带领学生一起观察、思考、预测。绘本照进生活，为了更好地让孩子们理解绘本的主题意义，教师设置了联系生活实际的问题，请孩子们分享个人的生活经验。通过教师的引导，通过这一系列任务的设置和思维方法的引导，学生在阅读过程中学习了语言知识、理解了人物特征、培养了思维能力、提升了文化品格。学生在阅读中推测问题、发现问题、分析问题、解决问题，从而实现了阅读的深度卷入和思维的绽放。

Step 5 Scaffold-building

While reading the story，teacher presents key information on board step by step. When reading is over，teacher retells the story with Students together according to it.

T：Now we know，In the beginning，reds were the loudest，yellows were the brightest，blues were the coolest，they were good friends，they lived in harmony. But one afternoon，a red said：reds are the best！The Yellows disagreed：No，we are the best，because we are the brightest！The blues were even too cool to respond. And they decided to live in separate.One day，yellow noticed blue，and something happened. Yellow and blue loved each other so much，and they decided to mix. After that they had a baby. It was green. The green was so cute，everybody loved him.

Acitivity 3：Story retelling.

Ask students to retell the story in groups with the aid of information on board. Then ask some of them to show it in front.

设计意图：

教师通过支架辅助引导学生整体阅读文本、流畅复述绘本故事、落实绘本语言。

（三）Post-reading

Activity 4 Let’s create a new color and make up a new plot.

Teachers ask students to create a new color by mixing colors and make up a new plot of the story.

设计意图：

随着整体阅读步入尾声，教师和孩子们一起打破歧视和偏见的格栏。教师适时布置更有挑战的任务，引导学生边尝试，边表达，丰富课堂的思维和语言。

Activity 5：Theme Discussion

T：You know，in the story colors are different，some are warm，some are cool，if we can accept the differences，we may have a colorful world.