王旦

摘 要英語(yǔ)學(xué)科具有獨(dú)到的培養(yǎng)學(xué)生思維品質(zhì)的課程價(jià)值，英語(yǔ)不僅是學(xué)習(xí)的對(duì)象，也應(yīng)該成為學(xué)生的思維工具。教師在教學(xué)中應(yīng)遵循課程論的原理，明了學(xué)生思維品質(zhì)的起點(diǎn)及培養(yǎng)方向、培養(yǎng)策略和評(píng)價(jià)手段，創(chuàng)造性地利用英語(yǔ)教學(xué)來(lái)提升學(xué)生的思維品質(zhì)。

【關(guān)鍵詞】英語(yǔ)教學(xué)；思維品質(zhì)；課程論

外語(yǔ)學(xué)科作為基礎(chǔ)教育的學(xué)科，它留給人們的印象往往是語(yǔ)言的聽說(shuō)讀寫技能的培養(yǎng)，實(shí)際上從核心素養(yǎng)的角度來(lái)看，外語(yǔ)學(xué)科擔(dān)負(fù)的育人價(jià)值體現(xiàn)在語(yǔ)言能力、文化品格、思維品質(zhì)和學(xué)習(xí)能力等四個(gè)方面，其中思維品質(zhì)的培養(yǎng)尤其容易被英語(yǔ)教師所忽視——它往往被誤認(rèn)為是數(shù)理老師的責(zé)任。而課標(biāo)規(guī)定英語(yǔ)課程承擔(dān)著培養(yǎng)學(xué)生基本英語(yǔ)素養(yǎng)和發(fā)展學(xué)生思維能力的任務(wù)。要求教學(xué)要進(jìn)一步促進(jìn)思維能力的發(fā)展，為今后繼續(xù)學(xué)習(xí)英語(yǔ)和用英語(yǔ)學(xué)習(xí)其他相關(guān)科學(xué)文化知識(shí)奠定基礎(chǔ)。

認(rèn)知心理學(xué)認(rèn)為，思維品質(zhì)體現(xiàn)在五個(gè)方面：深刻性、靈活性、獨(dú)創(chuàng)性、批判性和敏捷性。教師在教學(xué)中要深刻領(lǐng)會(huì)其含義，結(jié)合學(xué)情和教學(xué)內(nèi)容，有針對(duì)性地實(shí)施相關(guān)策略。

1 深刻性

思維的深刻性是一切思維的基礎(chǔ)，它是指學(xué)生深入地思考問(wèn)題，抓住事物的規(guī)律和本質(zhì)，預(yù)見事物的發(fā)展進(jìn)程。單詞是構(gòu)成語(yǔ)言的最小單位，所以詞匯學(xué)習(xí)也是英語(yǔ)學(xué)習(xí)中的基礎(chǔ)內(nèi)容。幫助學(xué)生理解單詞的構(gòu)成是非常重要的，也是培養(yǎng)學(xué)生思維品質(zhì)的重要手段。如在詞根學(xué)習(xí)時(shí)，Equal、equation、equator，這三個(gè)單詞的詞根是equ（具有相等的意思），-tion是名詞的后綴，這樣很容易記住equation是方程式和平衡的意思，而equator是赤道的意思，也可記住equality（n.同等，平等），equally（ad.平等的，相等的）等單詞。而利用前綴進(jìn)行詞匯教學(xué)也能起到事半功倍的效果，使學(xué)生學(xué)會(huì)在閱讀中拓展詞匯，增強(qiáng)學(xué)習(xí)能力。如mid-是表示中部的意思，midday（正午），middleaged（中年的），midland（內(nèi)陸），midnight（半夜），midsummer（仲夏），midway（中途的）……這些單詞學(xué)生很順利推測(cè)出，而我展示middleman和midwife時(shí)，學(xué)生猜什么的都有，當(dāng)我揭曉謎底分別是經(jīng)紀(jì)人和助產(chǎn)士的時(shí)候，學(xué)生不禁哄堂大笑，繼而又為英文單詞的傳神表達(dá)擊節(jié)贊嘆。

2 靈活性

在英語(yǔ)學(xué)習(xí)中，教師要善于給學(xué)生提供多樣性的學(xué)習(xí)材料，讓學(xué)生在練習(xí)中學(xué)會(huì)同類詞匯的學(xué)習(xí)方法，如美麗除了beautiful以外，我們還要教會(huì)他們其他描繪美麗的詞匯，有：graceful，elegant，gracious，exquisite，perfect，handsome，pretty，smart，lovely，grand，magnificent，splendid，glorious，spectacular……，以培養(yǎng)他們思維的靈活性。

在課文教學(xué)中，概念圖的應(yīng)用也是培養(yǎng)學(xué)生思維靈活性的重要手段。通過(guò)引導(dǎo)學(xué)生構(gòu)建課文概念圖，既幫助學(xué)生深刻領(lǐng)會(huì)課文含義，又有利于學(xué)生提取信息，復(fù)述課文，深化語(yǔ)言功能。像新概念課文“the loss of the Titanic”，學(xué)生在老師的引導(dǎo)下畫出了概念圖，如圖1所示。

此圖將兩段有機(jī)地連接成一個(gè)整體，使整個(gè)事件脈絡(luò)清晰，便于記憶。

3 獨(dú)創(chuàng)性

在英語(yǔ)教學(xué)中，思維的獨(dú)創(chuàng)性就是要培養(yǎng)學(xué)生創(chuàng)造性地運(yùn)用語(yǔ)言來(lái)得體地表達(dá)自己的思想。我在實(shí)習(xí)階段組織過(guò)兩次學(xué)生辯論，辯題分別是：轉(zhuǎn)基因的利與弊；城市、鄉(xiāng)村的優(yōu)與劣。我要求學(xué)生寫出正反兩方面的辯論稿，在正式辯論前，雙方隨機(jī)抽取正反方，以培養(yǎng)學(xué)生隨機(jī)應(yīng)變的語(yǔ)言表達(dá)能力和思辨能力，學(xué)生的創(chuàng)新能力得到了極大的發(fā)揮。如某同學(xué)寫的辯論稿提綱：

The advantage of genetic engineering：

Genetic engineering has produced commercially valuable proteins， gene therapies ，and ，possibly， new and powerful vaccines.

Recent experiments have demonstrated the possibility of cloning differentiated mammalian tissue， opening the door for the first time to practical transgenic cloning of farm animals.

Transplanted stem cells may allow us to replace damaged or lost tissue， offering cures for many disorders that cannot now be treated. Current work focuses on tissue-specific stem cells， which do not present the ethical problems that embryonic stem cells do.

Genetic engineering affords great opportunities for progress in medicine and food production， although many are concerned about possible risks. On balance， the risks appear slight， and the potential benefits substantial.

The disadvantage of genetic engineering：

Every coin has tow sides. so does the GM foods. proper use may benefit to the human beings.

Eating genetically modified food is dangerous. GM crops are harmful to the environment .

The advantages afford by genetic engineering are revolutionizing our lives. But what are the disadvantages， the potential costs and dangers of genetic engineering？ Many people， including influential activists and members of the scientific community， have expressed concern that genetic engineers are "playing God" by tampering with genetic material. Could genetically engineered products administered to plants or animals turn out to be dangerous for consumers after several generations？ What kind of unforeseen impact on the ecosystem might "improved" crops have？ Is it ethical to created "genetically superior" organism， including humans？

在辯論鄉(xiāng)村、城市優(yōu)缺點(diǎn)時(shí)的辯論文稿：

City：Living in a city can provide easy access to work， shopping and entertainment. Since cities contain large clusters of people in a relatively small area， there are more opportunities to meet people than in the suburbs. For a single person， this means that he or she could increase the chances of finding a spouse. People who are starting a business or looking for that one "big break" may have a better chance of making a valuable contact.

Cities also present more opportunities for people who enjoy cultural activities. Residents can also experience the unique cultures of the different ethnic groups and nationalities that often make up a large portion of a citys population.

Life is simple and boring in the countryside. In the city we can have more opportunities to have a satisfied job. Life there is more colorful and meaningful than that in the country. And there are more modern conveniences in cities for us to enjoy.

Countryside：First， the environment is better. You can find more animals and plants. The air is fresh. People always live in a healthy way there.

The living cost is much less than living in the city.

There are more space to relax yourself. You will see a large area of farmland which makes you feel comfortable. You dont have to push your way onto an overcrowded subway car only to find yourself squashed next to someone who smells or elbows you. You arent late because theres been a delay and some robot-like voice has to tell you about it over and over on the speaker. You can drive yourself where you want， when you want. Even if theres traffic （and there isnt much outside of cities）， you can usually find another way to go. And theres plenty of （free） parking.

There is too much noise and waste gas in the city. You can find environmental pollution everywhere in the city. Housing is often at a premium and is typically more expensive in the city. Instead of having a house with a yard and room for the kids to roam， residents may have to resort to living in a tiny apartment that is several stories high， making it inconvenient to transport items such as groceries.

培養(yǎng)學(xué)生思維的獨(dú)創(chuàng)性要引導(dǎo)學(xué)生學(xué)會(huì)遷移，進(jìn)行新穎的組合分析，找出新異的層次和交接點(diǎn)。學(xué)生在分析城鄉(xiāng)優(yōu)劣時(shí)，能夠辯證的分析就是一種獨(dú)創(chuàng)性的表現(xiàn)，教師要鼓勵(lì)學(xué)生的獨(dú)特和新穎的想法，獨(dú)特、新穎就是思維獨(dú)創(chuàng)性的體現(xiàn)。

4 批判性

在閱讀時(shí)人們會(huì)接收很多信息，如這個(gè)信息要討論什么問(wèn)題，結(jié)論是什么？作者支持或否定此信息的理由是什么？在此信息中，哪些概念的含義是模糊的？信息的推理過(guò)程中，有無(wú)包含推理謬誤？有無(wú)重要的信息被省略？根據(jù)這些信息，我們能得出哪些結(jié)論等。如我出了如下題：1.what do you understand by the phrase “body language”？2.in pairs ，look at the drawing and try to match the body language with the feelings. please explain your reasons.

A. saying something important B. feeling attracted C. feeling defensive

D. feeling nervous E. feeling superior F. being honest G. lying H. thinking hard

對(duì)于思維批判性的培養(yǎng)，可以增加學(xué)生的英語(yǔ)閱讀和聽力訓(xùn)練。像上題中，在討論結(jié)束后，我會(huì)及時(shí)提供一篇“l(fā)et your body do the talking”短文，便于學(xué)生核對(duì)，既落實(shí)了閱讀，又培養(yǎng)了思維的批判性。

5 敏捷性

我們?cè)谧鲇⒄Z(yǔ)閱讀的時(shí)候，有時(shí)原文中用了一種說(shuō)法，而在題目中用了另外一種表達(dá)，敏捷的思維可幫助我們快速判斷出意思一致的答案。要提高這種思維品質(zhì)，培養(yǎng)閱讀、寫作和思考習(xí)慣是正道。在日常生活中我們都是用母語(yǔ)進(jìn)行思考和交流的，但在英語(yǔ)學(xué)習(xí)中，能更快的理解和轉(zhuǎn)化英語(yǔ)，是我們一直追求的。要做到這點(diǎn)，必須對(duì)英語(yǔ)文化有所了解，在遇到某些典故時(shí)候，不至于一頭霧水。所以要有大量英語(yǔ)的聽力和閱讀的輸入以及良好的英語(yǔ)環(huán)境。英語(yǔ)思維的培養(yǎng)既要借鑒母語(yǔ)的學(xué)習(xí)，同時(shí)又要擺脫母語(yǔ)思維的禁錮。比如在翻譯中，要靈活運(yùn)用兩種語(yǔ)言，有的不能完全直譯，意譯的意境有時(shí)會(huì)更美。在口語(yǔ)訓(xùn)練時(shí)也不能忽視。教師可組織學(xué)生做快速的口語(yǔ)練習(xí)。比課堂上教授單詞或短語(yǔ)之后，給學(xué)生一定的思考時(shí)間后請(qǐng)他們自由造句。這就是英語(yǔ)思維敏捷性的鍛煉。教師也可組織學(xué)生定期進(jìn)行英語(yǔ)辯論、英語(yǔ)舞臺(tái)劇表演等課外活動(dòng)，既能豐富學(xué)生的學(xué)習(xí)生活，又能激起他們的英語(yǔ)學(xué)習(xí)熱情，還鍛煉了他們的英語(yǔ)思維敏捷性。

培養(yǎng)學(xué)生用英語(yǔ)思維是英語(yǔ)教學(xué)重要目標(biāo)，在教學(xué)的同時(shí)優(yōu)化思維品質(zhì)也是教學(xué)任務(wù)之一，但思維品質(zhì)的培養(yǎng)不是一日之功的，需要教師創(chuàng)造性的設(shè)計(jì)多樣化的教學(xué)活動(dòng)。思維的五個(gè)品質(zhì)是一個(gè)相互有機(jī)聯(lián)系的統(tǒng)一整體，在教學(xué)過(guò)程中，它們相互促進(jìn)、共同發(fā)展。

作者單位

江南大學(xué)人文學(xué)院 江蘇省無(wú)錫市 214122