李文潔

教學對象：高二學生

指導老師：曹文娟（江蘇省南京市金陵中學備課組長）

一、教學分析

（一）教學內(nèi)容

牛津版高中《英語》Module 7 Unit 2 Project部分的 Magic needles：Chinese acupuncture是一篇說明文，講述了“針灸”的起源和發(fā)展歷史（origin and development）、臨床應用及效果（clinical application and effects）、理論依據(jù)（theories），以及國際醫(yī)學界對針灸的看法（international views）。文章的結(jié)構(gòu)性強，適用于引導學生有意識地關注文本結(jié)構(gòu)。文中雖然提供了一些中醫(yī)的文化信息，但是不全面，因此有必要作適當?shù)奶釤捄脱a充，以期學生對中醫(yī)及其文化的認知更完整。

（二）學情

時值新冠肺炎疫情防控期間，關于中醫(yī)藥的新聞和見解每每見諸網(wǎng)絡，加之成長于認可中醫(yī)的社會中，學生對“中醫(yī)”“針灸”等話題比較熟悉。一方面，學生得益于發(fā)達的科技和多元化的媒體信息，可以多渠道地獲取課本內(nèi)外的知識；另一方面，囿于時間和認知水平，“信息轟炸”可能對學生造成困擾，不利于其批判性思考。

（三）教學目標

通過本課的學習，學生能夠：

1.理清文章結(jié)構(gòu)，分析篇章和段落的主題。

2.基于文本提煉信息內(nèi)容和表達句式，使用歸納性語言簡介“針灸”。

3.學會查閱并篩選有信度的資料，培養(yǎng)思維品質(zhì)。

4.對“中醫(yī)”這一話題形成較客觀的觀點，激發(fā)對中醫(yī)及其背后的我國傳統(tǒng)文化的興趣，形成文化自信。

（四）教學重難點

1.培養(yǎng)學生的閱讀策略，提高其迅速把握篇章結(jié)構(gòu)和提煉信息的能力。

2.遷移閱讀文本，激發(fā)學生聯(lián)系當下實際，發(fā)展其批判性思維，使其形成理解、包容的文化意識。

二、教學設計

（一）總體思路

雖然文本對針灸發(fā)展史的講述較為翔實，對“針灸”的科學理論闡述客觀、清晰，但是主要從西醫(yī)視角出發(fā)，沒有突出“陰陽”“真氣”等中醫(yī)中最核心的理論支持，使文本最后一部分——國際認可，顯得突兀。因此，教師選取相關文本、音頻及新聞素材對本課進行補充，并充分利用在線互動靈活、便捷的優(yōu)勢，將教學活動分為讀和寫（在線文字輸入及課后寫作）兩大模塊，主要步驟如下：

（二）教學過程

Step 1：Read to get information

文本著重介紹“針灸”的歷史和發(fā)展及其理論支持。首先，通過問題和思維導圖引導學生進行泛讀和精讀，使其高效地掌握文本信息。

Read Paragraph 1 quickly and find out the answer：

Q：What is acupuncture?

Acupuncture is the use of______to treat health problems.（needles）

Read Paragraph 5—6 and find out the answers to the following questions：

Q1：What problems can be treated by acupuncture?

Q2：How can acupuncture reduce/relieve pain?

【設計說明】通過快速閱讀將文本的重點話題提煉出來，培養(yǎng)學生快速提取信息的能力，為下一步提煉文章結(jié)構(gòu)要點作好內(nèi)容準備。

Complete the mind map（見下圖）on acupuncture according to the article.

【設計說明】通過制作思維導圖，將說明文以圖的形式呈現(xiàn)在學生面前，啟發(fā)其思考文章的寫作邏輯，培養(yǎng)其提取要點、歸納要點、整合信息的能力。

Step 2：Read for understanding

（1）Refer to the passage and translate the following medical terms about acupuncture into English.

（穴位acupuncture point；中醫(yī)traditional Chinese medicine；針灸醫(yī)師 acupuncturist；望聞問切 ask...，look at...，listen to...，check...；經(jīng)絡 energy channels）

【設計說明】本環(huán)節(jié)旨在引導學生發(fā)現(xiàn)并理解文本中關于中醫(yī)的關鍵詞匯的文化內(nèi)涵，實現(xiàn)語言的內(nèi)化，為用英語介紹中華優(yōu)秀傳統(tǒng)文化打好基礎，并為后續(xù)討論作好鋪墊。

（2）Supplementary Reading：basic theories of TCM：Qi（氣）

According to traditional Chinese medicine theory，Qi enables life to exist within us，without which people will die.Acupuncture is based on the idea of Qi，which is an energy running through the body in special channels.Health is the result of a harmonious balance of energy inside the body，while illness is the consequence of an imbalance.Inserting needles into these points with appropriate combinations is said to bring the energy flow back into proper balance.

Q1：What is“Qi”in English?（Energy.）

Q2：What does“Qi”give us?（Life.）

Q3：Why do people get sick according to the theory?（Imbalance of“Qi”.If“Qi”doesn’t flow smoothly，or not in the right course，people will get sick.）

【設計說明】補充材料介紹中醫(yī)乃至中醫(yī)文化中“氣”這一概念。此環(huán)節(jié)引導學生從中華文化的視角理解“針灸”“真氣”，加深其對中華文化的認同感，并為后續(xù)的討論搭好“腳手架”，讓其學會用所學英語闡釋中華文化元素。設計的三個問題的難度逐一推進，Q1與Q2旨在梳理信息，提高學生的語言理解能力和表達能力，同時引導其獲取“氣”的文化內(nèi)涵，比較文化異同；Q3考查學生的信息提煉能力、概括能力，并輸入中醫(yī)對“生病”的解讀這一背景知識，引導其跳出“西醫(yī)”的思維體系看待中醫(yī)文化，進而幫助其對文本中“針灸”的理解更立體、有邏輯。

Step 3：Transfer-practice

Present two survey questions and invite students into discussion.

Have you or your family ever tried acupuncture before?

A.Yes.It worked well.

B.Yes.It worked，but didn’t meet the expectation.

C.Yes.It did nothing at all.

D.No.

Have you tried or heard of other traditional Chinese treatments?

在學生參與話題討論時，教師呈現(xiàn)相關圖片。

【課堂實錄片段】

T：Have a close look at our life.Traditional Chinese medicine，including acupuncture is actually a commonplace.Have you tried or heard of other traditional Chinese treatments?

S1：I take Ban Lan Gen when I catch a cold.

S2：My mom will offer chicken soup whenever she thinks I need energy.

S3：火罐（Cupping）.

S4：I’ve tried 艾灸（moxibustion），and it feels great.

S5：My aunt once had a headache and she tried acupuncture.She said it was effective and not painful.

S6：My mom tells me not to eat too many peaches，because it’s“cold”.By“cold”she doesn’t mean the temperature，but the...

T：涼性?The nature of the food?

S6：Yes.（Other students followed too.）

T：I see you understand what“涼”means in traditional Chinese medicine.Isn’t it interesting?Do you follow your mom’s suggestion?

S6：Yes.I once had it too much and had a diarrhea.

T：So you think it makes sense.

T：The traditional Chinese medicines is so deep into our life and our culture that we sometimes don’t even realize it.It is part of us Chinese.We sometimes turn to Chinese treatment and benefit from it.

【設計說明】中醫(yī)理念深入中國人的日常生活。利用在線網(wǎng)課平臺互動及時、高效的特點，充分調(diào)動學生的參與積極性，鼓勵其聯(lián)系實際，充分聯(lián)想中醫(yī)對自己的影響，互相分享對中醫(yī)的了解和認知，感悟中醫(yī)對社會的積極影響，樹立文化自信。

Step 4：Discussion—My understanding of TCM

（1）Present the students with two pieces of updated news about Chinese medicine in the coronavirus outbreak.

Excerpt：Renowned Chinese respiratory specialist Zhong Nanshan on Tuesday highlighted the studies on traditional Chinese medicines in the fight against novel coronavirus disease（COVID-19）.

（2）Listen to the news about“Traditional Chinese Medicine used in treating COVID-19”and complete the gap-filling.

教師選取了一段China Global Television Network（CGTN）的有關視頻報道，請學生完成填空并獲取信息。原文如下：

Health officials say they are using both traditional Chinese and western medicines to treat patients infected by the coronavirus.Local health officials also said traditional Chinese medicine can prevent the disease from getting worse，boost the immune system and alleviate（減緩）symptoms like coughing，chest congestion，and improve lung function.

Q：According to this news，what can Chinese medicine do in treating novel coronavirus?（Prevent the disease from getting worse./Boost the immune system and alleviate symptoms like coughing，chest congestion，and improve lung function.）

【設計說明】充分利用網(wǎng)絡資源，對外部信息進行主動選擇、加工和處理，在豐富教學情景的同時，啟發(fā)學生對原始資料進行整理與分析，為其批判性思維的培養(yǎng)搭建平臺，并為其今后自主收集、分析信息打下基礎。

（3）Play a TED Talk on The Wonder of Chinese Medicine.

【設計說明】視頻直觀地展現(xiàn)了一位外國中醫(yī)從業(yè)者對中醫(yī)的思考，也是從普通人的視角認識中醫(yī)、看待中醫(yī)。視頻穿插了本課的重點詞匯，語言符合學生的認知水平和學習能力，內(nèi)容呼應了文本信息，有真實案例和科學闡述，進一步加深了學生對中醫(yī)的認知。因此，該視頻既是文本的可視化輸入，又為學生后續(xù)的討論提供了可模仿的樣本和翔實的素材。

（4）Encourage the students to express their idea towards“traditional Chinese medicine”.

Q：What is your understanding of TCM?

【課堂實錄片段】

T：There are always debates on TCM.Some advocate it for its effectiveness，but some hold doubts on its safety or scientific explanation.And I’d like to listen to you.

S1：TCM seems a magic to me.I take some Chinese medicines too when I have a cold.And it takes effect.

S2：I notice that people have been making up jokes about“雙黃連”recently，which turned out to be a rumor.So I think we should be cautious and listen to experts.

S3：There are reports proving TCM effective in treating some symptoms.

...

T：You are giving an opinion based on your personal experience.That’s a convincing example.

S4：I’ve read an article about TCM.Throughout Chinese history，TCM always works in treating epidemics like flu and plagues，even when the disease was quite severe across the world.There are records about it.

...

T：Sounds reasonable.And historical documents are reliable sources to support a statement.So according to the article，TCM has made contributions.

S5：I’d rather believe TCM could be taken as a complementary medicine.It is actually the western medicine that cures the disease and TCM could improve the patients’health condition.

S6：I have doubt about it because there is no convincing evidence to support its theory.

...

T：You have raised an important question.So do you think we need further study before coming to a conclusion?

S7：I think scientists are working on it.

S8：There are researches and there are ancient medical books about it.I think the real TCM is great but the problem is that there are more fake ones.So people cannot always have access to the good TCM experts.So more people just turn to western medicine.

T：So in your opinion TCM works but we should make efforts to develop it.

S9：Yes.

...

教師適時評價、總結(jié)學生的觀點，并在屏幕上列出關鍵詞以啟發(fā)更多學生思考、發(fā)言。

【設計說明】觀看視頻后的討論是開放性的。教師鼓勵學生基于對課文的解讀和思考，表達和建構(gòu)對中醫(yī)的認知。本環(huán)節(jié)是對本節(jié)課的總結(jié)與升華，將課內(nèi)所學延伸至課外。學生通過觀點的碰撞，由被動接受信息刺激轉(zhuǎn)變?yōu)橹鲃蛹庸ば畔?，形成自己的觀點，增強了思維的邏輯性和創(chuàng)新性；通過在線語音或打字的方式參與合作學習，抓住機會表達觀點。

（5）After-class work.

In the end of the class，the teacher shares with students a part of Tu Youyou’s Nobel Prize speech in 2015，in which she presented her understanding and expectations about TCM.

“Chinese medicine and pharmacology are a great treasure-house，which should be explored and raised to a higher level.Since‘tasting hundred herbs by Shen Nong’，China has accumulated wealthy experience in clinical practice，integrated and summarized medical application of most nature resource over the last thousands of years through Chinese medicine.Adopting，exploring，developing and advancing these practices would allow us to discover more novel medicines beneficial to the world healthcare.”

——Tu You you（The Nobel Prize in Physiology or Medicine 2015）

Ask students to search for more information and write an essay about their own understanding of traditional Chinese medicine.

（The teacher has recommended some scientific articles and reliable websites.）

【設計說明】以屠呦呦的獲獎感言為本節(jié)課的結(jié)語，引領學生加深對我國文化的理解和熱愛。課后作業(yè)是課堂教學的延伸。針對本堂課的課后作業(yè)，既引導學生繼續(xù)應用所學語言，又鼓勵其進一步豐富、拓展關于“中醫(yī)”的語言、認知和辯證思維。

三、教學反思

（一）目標預設與生成

課堂是一個充滿活力的生命整體。教師在預設課堂時需要明確教學任務，使課堂高效，達成目標。再精心的預設也無法預演課堂的全部細節(jié)，這就需要教師靈活應對。本節(jié)課成功很大程度上取決于學生的話題知識儲備和認知水平。教師原計劃在Step 1結(jié)束時鼓勵學生根據(jù)文本完成對acupuncture的簡介（a brief introduction），但從網(wǎng)課平臺參與對話的人數(shù)看，學生有畏難情緒，于是果斷降低難度，改為根據(jù)思維導圖復述關鍵詞塊。學生對Step 3和Step 4表達出很高的參與熱情，也貢獻了很多預設之外的驚喜。因此在實際教學中，教師要多考慮學生對課堂的期待，思考預設與生成的關系，對低效的“生成”，采取靈活的措施，使他們回歸課堂學習的興奮狀態(tài)，對積極、有效的“生成”，開放接納，抓住時機利用一切精彩的課堂資源。

（二）主題解讀與剖析

高中生正處于世界觀、價值觀確立的關鍵時期。在信息質(zhì)量良莠不齊的社會環(huán)境中，教師應引導學生采用客觀和辯證的態(tài)度分析問題。在準備這節(jié)課時，正值新冠肺炎疫情防控的艱難時期，國內(nèi)對“中醫(yī)是否有效”的言論此起彼伏，國際社會對其的認知更是有限，教師不禁思考：學生對中醫(yī)的認知和態(tài)度是否清晰？教師是否有必要、有能力引導學生展開自主、理性的思考？教師查閱了大量資料后認為，如今民眾對中醫(yī)的爭論一方面是源自中西方不同醫(yī)療體系、醫(yī)療理念的碰撞；另一方面受制于網(wǎng)絡上真假難辨的信息。教師可以選取信度高的信息來源，由淺入深地展開教學與討論，幫助學生形成良好的信息甄別意識，引導他們理性、科學地表達觀點。例如，雖然本節(jié)課并不能形成結(jié)論性的觀點，但是通過思想的碰撞，學生學會了“statement＋evidence”的觀點表達模式，提升了思辨能力。

（三）信息的取舍與整合

根據(jù)教學目標和重難點分析，教師認真、透徹地做好文本解讀工作，結(jié)合學生的興趣和知識儲備，弱化了文本中第二段關于“針灸的發(fā)展進程”（development of acupuncture）的處理，補充了中醫(yī)重要的一條理論支撐——氣（Qi），并與時俱進地選取熱點語料，從而順利推進并高效達成了教學目標任務。