摘 要：新課程改革和新高考越來越關(guān)注學(xué)生思維品質(zhì)的培養(yǎng)和發(fā)展。在新型教育教學(xué)模式下，學(xué)生的英語續(xù)寫能力受到了廣泛關(guān)注。本文主要探討在核心素養(yǎng)導(dǎo)向下，教師如何運(yùn)用階梯式范例教學(xué)模式提升學(xué)生的英語讀后續(xù)寫能力。

關(guān)鍵詞：核心素養(yǎng);思維品質(zhì);讀后續(xù)寫;階梯式范例教學(xué)模式

作者簡(jiǎn)介：楊秀蓮（1981.09-），女，福建薌城人，福建省漳州市第三中學(xué)，英語教研組組長，高級(jí)教師，教育碩士，研究方向：英語教學(xué)法。

“讀后續(xù)寫”是新高考英語試卷中出現(xiàn)的寫作類新題型。該題型要求考生閱讀所給的材料，并根據(jù)所給段首語續(xù)寫兩段，使其成為一篇完整的短文。續(xù)寫的兩段字?jǐn)?shù)要求是150詞左右，并且續(xù)寫部分必須與所給材料邏輯上銜接、情節(jié)上完整、結(jié)構(gòu)上合理。讀后續(xù)寫是一種將閱讀和寫作相結(jié)合的學(xué)習(xí)方式，需要語言輸入和輸出的完美銜接。該題型與新課改所強(qiáng)調(diào)的思維品質(zhì)的培養(yǎng)和發(fā)展以及讀寫素養(yǎng)的提升不謀而合。教師在讀后續(xù)寫入門教學(xué)中要培養(yǎng)和發(fā)展學(xué)生的讀后續(xù)寫思維能力和策略，應(yīng)用階梯式范例教學(xué)模式可以快速而高效地幫助高中生掌握好這個(gè)既陌生又棘手的新題型。

一、思維品質(zhì)與讀后續(xù)寫

《普通高中英語課程標(biāo)準(zhǔn)（2017年版）》將思維品質(zhì)列為英語學(xué)科核心素養(yǎng)之一。英語教師應(yīng)通過引導(dǎo)學(xué)生分析和評(píng)價(jià)語篇所承載的觀點(diǎn)、態(tài)度、情感和意圖等語言學(xué)習(xí)活動(dòng)和實(shí)踐運(yùn)用途徑，幫助學(xué)生學(xué)會(huì)觀察、比較、分析、推斷、歸納、建構(gòu)、辨識(shí)、評(píng)價(jià)、創(chuàng)新等思維方式，增強(qiáng)思維的邏輯性、批判性和創(chuàng)新性，發(fā)展思維品質(zhì)。

讀寫素養(yǎng)是高中學(xué)生應(yīng)該具備的一種英語素養(yǎng)。讀后續(xù)寫題型要求考生能順著所給材料思路，根據(jù)所給材料的線索和段首句，充分發(fā)揮想象力對(duì)其后的情節(jié)進(jìn)行合理預(yù)測(cè)，然后續(xù)寫出兩段內(nèi)容。考生需要讀懂所有材料的字面信息，更要把握人物關(guān)系和心理變化，梳理文本脈絡(luò)和弄清主題，預(yù)測(cè)故事的發(fā)展走向等。然而現(xiàn)狀是很多學(xué)生在語言理解方面有困難，語言輸入和輸出之間出現(xiàn)斷層，無法實(shí)現(xiàn)“續(xù)寫”。訓(xùn)練學(xué)生分析所給材料，有效培養(yǎng)學(xué)生的思維品質(zhì)，提高學(xué)生的讀后續(xù)寫能力，是目前教師需要攻克的難題。

思維和寫作是相輔相成且互相成就的，寫作是思維的直接體現(xiàn)，思維是寫作能力的助推器。教師在培養(yǎng)和發(fā)展學(xué)生的讀后續(xù)寫能力時(shí)，需要寫作能力訓(xùn)練和思維能力鍛煉雙管齊下 。學(xué)生的讀后續(xù)寫能力無法提升，很多時(shí)候不僅僅是語言水平不高，而是思維品質(zhì)不行。思維品質(zhì)的缺乏往往會(huì)導(dǎo)致續(xù)寫的語段缺乏生命力，情節(jié)的構(gòu)思缺乏高度和深度，立意膚淺甚至偏離主題等。

二、階梯式范例教學(xué)模式概述

階梯式教學(xué)法是一種分層次進(jìn)行目標(biāo)管理的著力提高學(xué)生學(xué)習(xí)水平的方法。在高中英語讀后續(xù)寫入門教學(xué)設(shè)計(jì)中，教師一定要注意從基礎(chǔ)出發(fā)，階梯式遞進(jìn)，從而引導(dǎo)學(xué)生發(fā)展思維能力。階梯式教學(xué)要求教師根據(jù)教學(xué)目標(biāo)設(shè)計(jì)布置階梯式由易到難的任務(wù)。各階梯的學(xué)習(xí)目標(biāo)明確，并且針對(duì)性強(qiáng)，既符合學(xué)生的認(rèn)知發(fā)展規(guī)律，又幫助學(xué)生循序漸進(jìn)地提升相應(yīng)的能力。階梯式教學(xué)強(qiáng)調(diào)動(dòng)態(tài)把握教學(xué)過程的本質(zhì)和規(guī)律，使學(xué)生建構(gòu)起與自身能力相應(yīng)的英語認(rèn)知結(jié)構(gòu)，這樣有利于提高課堂教學(xué)的質(zhì)量和效率。

范例教學(xué)就是向?qū)W生提供精心選擇的典型事例供學(xué)生學(xué)習(xí)。范例的選擇必須結(jié)合各階梯的教學(xué)目標(biāo)和要求，在實(shí)踐中根據(jù)學(xué)生存在的問題和教學(xué)評(píng)的適時(shí)反饋不斷地調(diào)整和完善，以最佳的學(xué)習(xí)效果為標(biāo)準(zhǔn)，并且注重真實(shí)性、典型性、生活性和科學(xué)性，促進(jìn)學(xué)生由“知”向“能”發(fā)展，幫助學(xué)生找到科學(xué)適用的學(xué)習(xí)方法并掌握必備的應(yīng)試技巧。

三、階梯式范例教學(xué)模式應(yīng)用于高中英語讀后續(xù)寫入門教學(xué)的實(shí)踐

在高中英語讀后續(xù)寫入門教學(xué)中，教師可運(yùn)用階梯式范例教學(xué)模式循序漸進(jìn)地培養(yǎng)和發(fā)展學(xué)生的寫作思維，引導(dǎo)學(xué)生剖析文本，理順文章脈絡(luò)，精準(zhǔn)抓住關(guān)鍵詞，對(duì)其后的情節(jié)進(jìn)行合理預(yù)測(cè)。這一階梯式學(xué)習(xí)過程是由一開始的毫無頭緒，到摸索體驗(yàn)感受，再到了解、內(nèi)化、掌握和提升?，F(xiàn)將高中英語讀后續(xù)寫入門教學(xué)分為四個(gè)梯度編寫范例一一呈現(xiàn)如下：

階梯一：感受、體驗(yàn)、嘗試—觀察—學(xué)習(xí)理解

Theme： family love; humans and themselves

It will be mother's birthday. Lily wants to give her mother a surprise. Here comes the great day.___________________________________________________________________________

Requirements： 50 words

One possible version from a student

It's at home that her mother has an unforgettable birthday. when her mother comes back home as usual， she is surprised at the change in the room. The floor has been cleaned and the dinner has been well prepared. Looking at the neat room， Lily's mother is wearing a broad smile. Suddenly， downstairs runs her daughter， who is holding a bunch of flowers in her hand， which took her daughter a week to make.

階梯二：嘗試、摸索、感悟—分析—實(shí)踐應(yīng)用

Theme：man harmony with animals; humans and nature

Keeping a pet is her favorite hobby after retiring. Dick， a pet dog， is the best companion. After walking the dog， she found there was something wrong with him.___________________________________________________________________________

Requirements： 75 words

One possible version from a student

Her son gave her Dick when he was going to study abroad. Because of this dog， she doesn't feel lonely any more. Dick won't do what is not allowed. However， it's without the master's permission that Dick goes out today， which is paid attention to by her. When Dick goes out again， she decides to follow him. She sees a man standing in the park and feeding Dick. “What are you doing？ “ She said to the young man. It's surprising that it is her son， who wants to give her a surprise after he came home from abroad.

階梯三：感悟、理解、推斷—建構(gòu)—實(shí)踐應(yīng)用

Theme： school learning/ humans and themselves

He， who is 16 years old， is studying in a middle school. Learning is always the last thing for him to do in his daily routine. As for him， there is always something more interesting than study. He falls behind gradually and loses appetite for everything related to learning.

Nevertheless， something different happens to the boy.___________________________________________________________________________

Everyone around him just focuses on the positive side of him._________________________________________________________________________

Requirements： 50+50 words

One possible version from a student

Nevertheless， something different happens to the boy. It is his grandma's death that changes him thoroughly. The boy returned home as usual. “I'm back！ I'll go out to play basketball.”shouted the boy. Then there was a silence and no one answered. He was surprised to find that nobody was in. A ringing bell broke the silence. It was the boy's cell phone that rang. He put down the phone with tears rolling down from his cheeks. Rushing to the hospital out of breath， he managed to see his loved grandma for the last time. Gently touching his head， she repeatedly urged him to study hard and become an excellent adult in the future. Since then， the boy has been determined to study harder and take learning as the most important thing. The boy is like a different person.

Everyone around him just focuses on the positive side of him. He found interest in study and spared no effort to make more and more progress. What his grandpa said to him was quite inspiring. He tried to get rid of the bad habits that he had been addicted to. He listened to his grandma and tried his best to be a good boy. I think if his grandma saw it， she would be very happy.

階梯四：推斷、辨識(shí)、評(píng)價(jià)—?jiǎng)?chuàng)新—遷移創(chuàng)新

Theme：voluntary service; humans and society

Requirements： 75+75 words

通過階梯式范例教學(xué)寫作訓(xùn)練，學(xué)生從片段寫作到短篇寫作，再到最后的成文寫作，由易到難地入門，持續(xù)提高讀后續(xù)寫能力。在各階梯的寫作訓(xùn)練中，嘗試抓住關(guān)鍵人物和事物、情感變化、動(dòng)作描寫等關(guān)鍵信息，梳理語篇脈絡(luò)，剖析語篇結(jié)構(gòu)，探究并把握主題意義，從而續(xù)寫情節(jié)，慢慢地增強(qiáng)讀后續(xù)寫思維的邏輯性、批判性、創(chuàng)新性，從而做到閱讀理解輸入與寫作輸出的成功對(duì)接、語言習(xí)得與語言運(yùn)用的有機(jī)融合。這種動(dòng)態(tài)的注重形成性評(píng)價(jià)的階梯式范例教學(xué)模式能夠有效培養(yǎng)和發(fā)展學(xué)生的思維品質(zhì)和讀寫素養(yǎng)。

總之，在核心素養(yǎng)導(dǎo)向下，將階梯式范例教學(xué)模式應(yīng)用于高中英語讀后續(xù)寫入門教學(xué)中，可有效提高學(xué)生思維的深刻性、靈活性、獨(dú)創(chuàng)性、批判性、敏捷性和系統(tǒng)性。教師應(yīng)重視讀后續(xù)寫教學(xué)，根據(jù)學(xué)情和教學(xué)進(jìn)展調(diào)整各階梯的目標(biāo)要求和教學(xué)策略，引導(dǎo)學(xué)生精準(zhǔn)把握所給材料的關(guān)鍵詞，借助思維導(dǎo)圖梳理關(guān)鍵信息，整理故事脈絡(luò)，抓住核心人物的動(dòng)作和心理變化，歸納人物之間的關(guān)鍵性互動(dòng)，篩選羅列關(guān)鍵性情節(jié)，列出續(xù)寫提綱，根據(jù)要求圓滿完成續(xù)寫。

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