设置层级项目任务，培养学生思维品质

【摘 要】项目式学习提倡教师以目标为导向分层级设置项目任务，注重教、学、评一体化。在高中英语语法教学中设置层级项目任务，可以让师生在语篇的真实情境中逻辑性地感悟语法使用形式，批判性地归纳语法使用规则，发散性地开展交流式评价，创造性地进行论述式评价。这有助于培养学生的逻辑性、批判性、发散性和创造性思维品质。

【关键词】高中英语；项目任务；分层；教、学、评一体化；思维品质

【中图分类号】G633.41  【文献标志码】A  【文章编号】1005-6009（2023）07-0047-06

【作者简介】魏玉平，南京市鼓楼区教师发展中心（南京，210017）高中英语教研员，高级教师，南京市英语学科带头人。

《普通高中英语课程标准（2017年版2020年修订）》（以下简称“高中新课标”）指出：“思维品质体现英语学科核心素养的心智特征。思维品质的发展有助于提升学生分析和解决问题的能力，使他们能够从跨文化视角观察和认识世界，对事物作出正确的价值判断。”［1］5语言是表达思想的工具，与思维密切相关。关注和培养学生思维品质是语言教学的重要目标之一，也是提升学生智力与能力的主要突破口。

高中英语项目式学习提倡教师以素养目标为导向分层级设置项目任务，注重教、学、评一体化，将评价贯穿于教与学的全过程。在教学中，教师引导学生在语篇的真实情境中自主探究，在问题分析和问题解决的过程中通过分析判断、归纳小结、交流分享和及时反馈，实现教学目标、学习活动、多元评价相统一，提高学生的语言能力，培养其逻辑性、批判性、发散性和创造性思维品质，促进语言技能与学习能力的发展。

2022年4月，南京师范大学附属扬子中学高芳老师开设了一节高三英语语法复习课。高老师基于“指代”这一知识点，分层级设置多维目标任务，通过显性和隐性教法带领学生学习和复习语法，注重教、学、评一体化设计，多元评价学生的语篇理解能力、规则概括能力、推理评判能力和综合表达能力等，螺旋式培养和提升学生的思维品质。本次教学指向二次模考后高三学生对英语阅读解题经验反馈效度的验证，高老师将项目任务分成四个层级。

一、第一层级任务：在语篇中逻辑性地感悟“指代”使用形式

【教学任务】Circling different references in the passage and trying to guess what they refer to.

【教学文本1】In many ways my disability has made me grow stronger and more independent. I have had to work hard to live a normal life，but it has been worth it. If I had the chance to say one thing to healthy kids，it would be this： Just having a disability doesn’t mean your life is not satisfying. So don’t feel sorry for the disabled or make fun of them，and don’t ignore these people either. Just accept them for who they are and give them encouragement to live a rich and full life. By doing so，you will win friends for sure.

T：What does “it” refer to？

S1：“It” refers to a normal life.

S2：I don’t quite agree with him. I think “it” refers to the whole sentence——I have had to work hard to live a normal life.

……

T：Now， let’s sum up these references.

学生在自主观察与辨析语篇中的指代词之后交流彼此的见解，对不一致的答案进行评价，并说明评判理由，讲述自己的见解，培养思维的逻辑性。随后，教师带领学生对语篇中的指代形式（a noun，a pronoun，a clause or an adverb）与指代类型（人称代词、指示代词和意义指代）等进行概括性小结，将零散的语言知识归类，从感悟到内化，通过概括形象来明确指代的本质，引导学生在元认知活动中把握和建构新的概念，符合学生的认知规律和情感发展规律。

思维的逻辑性主要指人们在表述一件事情或论述一种观点时，前后是否相关联，段落之间是否顺序得当、条理清楚，所用论据是否能有效支撑论点，所得结论是否顺理成章等。［2］形象和抽象的逻辑性思维是项目学习中语篇整合、信息分析、观点区分和概念构建的重要基础。在此环节，教师引导学生进行读、找、析，并相互评价与讨论，激活项目主题，开启思维之门，创设语用情境，厘清语篇的抽象逻辑结构，区分观点并提供支撑信息，这样的教学形成了教、学、评三元互动，凸显评对教与学的促进作用。学生在思辨中感知语言的形象性，在积极的思维体验中习得语言知识，有利于提升形象逻辑思维能力。

二、第二层级任务：创设问题情境，批判性地归纳“指代”使用规则

【教学任务】Making a double-check of strategies for reference questions in the following context，finding out some rules and making comments.

【教学文本2】Narayanswami grew up in Southwest London，and at grammar school suffered horrific racist bullying. The library provided shelter. But，as she reached her late teens，she felt family pressure for an arranged marriage； “I really protested，” she says. “But I want to be an astronaut！ My mother made a promise. As long as you are getting an education we will not look for a husband for you.”

Narayanswami studied biology at Leicester University，then did a PhD at St Andrew，followed by postdoctoral research at the University of California. “Every time you move you get further away，” her dad remarked on the phone. “I didn’t feel I would be able to escape unless I did that.” she says.

T：What does the underlined word “that” in Paragraph 2 refer to？

S3：“That” refers to getting or receiving an education.

T：Right！ What rule can you conclude？

S3：The referent part is in the paragraph above，a bit far from that，and we should be careful of this.

T：Good job！

【教学文本3】Despite the celebrations，though，in the U.S. the jazz audience continues to shrink and grow older，and the music has failed to connect with younger generations.

It’s Jason Moran’s job to help change that. As the Kennedy Center’s artistic adviser for jazz，Moran hopes to widen the audience for jazz，make the music more accessible，and preserve its history and culture.

T：What does the underlined word “that” in Paragraph 2 refer to？

S4：“That” refers to jazz failing to connect with younger generations or being less popular with the young.

T：Now，what rule can you find in it？

S4：The reference is the meaning of the paragraph above，and we should understand the referential relationship in logic.

就方法类知识而言，语法规则的学习涉及联想、提炼、归纳、综合、抽象、对比和批判等思维过程。在这一教学流程中，学生完成两个微任务，归纳语篇中指代的使用规则，表达自己的观点并作出评价。

语言规律是思维规律的具体体现。在此环节中，教师可创设问题情境，引导学生批判性地在零散的信息和新旧知识之间建立关联，引发思考与迁移，促进理解和内化，提升学生区分事实信息和表述自己见解的能力；也可借助论证冲突厘清论据和论点之间的逻辑联系，引导学生有思想地去表达，在完成信息交换的过程中缩小或填平彼此之间的“信息沟”，在学习活动中共存互促、以评促学，渗透对学生批判性思维能力的培养。

思维的批判性在于反思、质疑、求证的态度和行为，通过合理的途径由表及里、层层推进，分析、比较、推理、解释、判断、评价和求证事物的真假。高中新课标指出，“教学的过程同时也是评价学生学习效果的过程。在这一过程中，学生也应该成为评价自己学习的主体”［1］69。基于此，教师可运用课堂评价如自评、互评、师评和合作评价等转变学生的学习方式和教师的教学方式，通过理性质疑、大班讨论、小组合作等方式引导学生表达理解、阐释观点并揭示问题的本质，构建面向师生持续共同成长与发展的课堂组织形式与文化生态环境；鼓励学生在独立思考和相互讨论的基础上阐明观点、原因和建议，在感悟和分享方法类知识的过程中建立学习共同体，实现以评促学。

三、第三层级任务：以评验学，发散性地开展交流式评价

【教学文本4】The discovery of a dwarfed “human being” who lived in Flores，Indonesia，up to 18，000 years ago is changing the way we think about the human family. This “Flores Human” was three feet tall and her brain was smaller than that of the average chimp. Yet she and her relatives apparently lived fully human lives. They seem to have made tools，worked together to find food and cook it，and perhaps even buried their dead with ceremony.