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在對(duì)話教學(xué)中培育學(xué)生的思維品質(zhì)，無(wú)疑是教師教學(xué)工作的重點(diǎn)之一。筆者按對(duì)話前、對(duì)話中和對(duì)話后三個(gè)教學(xué)環(huán)節(jié)分步探索了在對(duì)話教學(xué)過(guò)程中培育學(xué)生的思維品質(zhì)的方法，構(gòu)建起“對(duì)話前（開啟思維）→對(duì)話中（活躍思維）→對(duì)話后（提升思維品質(zhì)）”的新型課堂教學(xué)模式，從而幫助學(xué)生實(shí)現(xiàn)“在對(duì)話的過(guò)程中有思維，在思維的過(guò)程中有對(duì)話”，努力使學(xué)生達(dá)成對(duì)話前有思考，對(duì)話時(shí)有思維含量，對(duì)話后有沉淀的目標(biāo)，在提升學(xué)生思維品質(zhì)的同時(shí)也提升學(xué)生的文化品格。

一、對(duì)話前，開啟學(xué)生的思維

開啟學(xué)生的思維，就是要讓學(xué)生成為問題的發(fā)現(xiàn)者，通過(guò)教師各種各樣的刺激使學(xué)生產(chǎn)生思考的欲望和沖動(dòng)。通過(guò)筆者的觀察、研究和實(shí)踐發(fā)現(xiàn)，以下方面能幫助學(xué)生開啟思維（見圖1）：

例如在執(zhí)教PEP《英語(yǔ)》六(上)Unit 3 Part A Let’s try & Let’s talk 這一課時(shí)，在對(duì)話前，筆者運(yùn)用頭腦風(fēng)暴的形式激發(fā)學(xué)生思考，從而開啟學(xué)生的發(fā)散思維，提前預(yù)測(cè)對(duì)話內(nèi)容的方法。

【教學(xué)片斷1】

1.Greetings and warming-up

（1）Greetings

（2）A song“What are you going to do?”

2.Revision

（1）Fun with the timeline（見圖2）

T: Here is a timeline.Can you go on with this?

Ss: Tomorrow/ This Friday/ This weekend/...

Then T shows her own list.

T: That’s my list.I think you listed more than me.

Ss: ...

（2）Brainstorm（見圖3）

圖3

T: There are so many activities.What activities make you feel happy/busy/meaningful? Please choose a kind and list in groups.

Ss: OK!

T: How many activities have you listed? Please share them with the class.

After that，T shows her own lists and asks the Ss to read.

（3）Share Ms Bao’s weekend plan（見圖4、圖5）

圖4

圖5

T: For me teaching is meaningful.Now I am having an English lesson.This afternoon I am going to have an English class in 606.What are you going to do this afternoon?

S1: I’m going to...

T: I’m going to see a film this evening.What are you going to do this evening?

S2: ...

T: Now, boys and girls, you may choose one to ask and answer in pairs.In this exercise you can use “Have a good time! Sounds great! Can I go with you?”etc.

Ss work in pairs.Then choose some pairs to show.

T: If you want to know Ms Bao’s weekend plan，what will you ask?

S1: ...

Encourage the Ss to ask questions and get to know the teacher’s weekend plan.

T: What do you think of my weekend?

Ss: It is busy/ happy/ meaningful, ...

本課所設(shè)計(jì)的三個(gè)對(duì)話前活動(dòng)從不同的層面激開啟學(xué)生的思維。活動(dòng)一通過(guò)對(duì)時(shí)間軸的補(bǔ)白，引導(dǎo)學(xué)生廣泛搜羅腦海中關(guān)于時(shí)間的詞匯，同時(shí)通過(guò)觀察和思考得出這個(gè)時(shí)間軸上的詞匯指向未來(lái)，于是又對(duì)腦海中所搜集到的詞匯進(jìn)行篩選進(jìn)而獲得最佳答案，在這一活動(dòng)中學(xué)生的想象思維和邏輯思維同時(shí)開啟；活動(dòng)二是通過(guò)頭腦風(fēng)暴的形式讓學(xué)生列舉所學(xué)過(guò)的動(dòng)詞詞組，是一個(gè)更為開放的思考活動(dòng)，學(xué)生在列舉大量的動(dòng)詞詞組的同時(shí)，還需要判斷該詞組屬于The activities make you feel happy/ busy/ meaningful 中的哪一類，從而促使學(xué)生在想象中判斷，在判斷中想象；活動(dòng)三是通過(guò)讓學(xué)生提問教師的方式獲取有關(guān)教師的周末計(jì)劃的信息，如何提問、如何組織語(yǔ)言等等便成了學(xué)生需要思考和解決的問題，學(xué)生需要思考的問題更多，相應(yīng)的思考也將更深入。

以上三個(gè)對(duì)話前的活動(dòng)前后聯(lián)系，梯度上升，以weekend plan 為主線，引導(dǎo)學(xué)生進(jìn)行多方面的思考，連續(xù)刺激和開啟學(xué)生的思維，為接下來(lái)的學(xué)習(xí)和進(jìn)一步思考奠定基礎(chǔ)。

二、對(duì)話中，活躍學(xué)生的思維

對(duì)話過(guò)程中，在學(xué)生的思維開啟之后，教師還要幫助學(xué)生更加積極主動(dòng)地思考，讓學(xué)生成為一個(gè)善思者。教師適時(shí)的啟發(fā)和點(diǎn)撥，能有效幫助學(xué)生活躍思維。通過(guò)筆者的觀察、研究和實(shí)踐發(fā)現(xiàn)，以下方面能幫助學(xué)生活躍思維（見圖6）：

圖6

仍以PEP《英語(yǔ)》六（上）Unit 3 Part A Let’s try& Let’s talk 為例。在對(duì)話中，筆者通過(guò)呈現(xiàn)情境，讓學(xué)生預(yù)測(cè)對(duì)話內(nèi)容的方法，開啟學(xué)生的想象思維和發(fā)散思維。

【教學(xué)片斷2】

1.Presentation and practice

（1）Predict Sarah’s and Mike’s weekend plan

T: Now look! Who are they?

Ss: ...

T: What are they doing?

Ss: They are making a phone call.

T: What are they talking about?

Ss: ...

蘇共長(zhǎng)期執(zhí)政，由于權(quán)力過(guò)分集中，缺乏監(jiān)督制約，在蘇共內(nèi)部逐步形成了一個(gè)特殊的階層。他們享有多方面特權(quán)：

T: They’re talking about the weekend plan.

Write the title“The weekend plan”on Bb.

T: What is Mike going to do? And what is Sarah going to do? You may choose one and predict in pairs.（見圖7）

圖7

（2）Listen and check（見圖8、圖9）

圖8

圖9

T: First let’s check their Saturday plans.Let’s listen and circle.

Ss listen to the dialogue of Let’s try and finish the exercise on P24.Then check.

T: So what is Mike going to do this Saturday morning?

Ss: ...

T: What about Sarah? What is Sarah going to do this Saturday?

Ss: .../ I don’t know.

T: We’re not sure.So we can say,“Maybe Sarah is going to go swimming in the afternoon or in the morning”.

Ss: Maybe Sarah is going to go swimming this Saturday.

（3）Watch and check

T: We’ve got their Saturday plans.What about Sundays? Let’s watch the video.

（Before watching, the Ss will have 2 questions.）

Q1: What is Mike going to do this Sunday?

Q2: What is Sarah going to do this Sunday?

（4）Read and check

T: Mike is going to see a film.When is he going to see a film?

Ss: ...

T: In the afternoon or in the morning?

Ss In the afternoon.

T: How do you know that?

Ss: Because on the ticket, it says 16:20.

T: What’s Mike going to do this Sunday morning? Do you know?

Ss: ...

T: Maybe Mike is going to...

Ss: Do homework.

T: I think so.

T: Doing homework belongs to work activities.Going fishing and seeing a film belong to play activities.So：

Work+Play= A meaningful plan

T: What is Sarah going to do this Sunday?

Development: When is Sarah going to have an art lesson?

Where is Sarah going to have an art lesson?

What is Sarah going to do in the art lesson?

（5）Listen and repeat the dialogue

（6）Read together

（7）Read in roles

在對(duì)話中筆者設(shè)計(jì)了前后相連的三個(gè)活動(dòng)。先讓學(xué)生在前一個(gè)環(huán)節(jié)的基礎(chǔ)上預(yù)測(cè)Sarah 或Mike 的周末計(jì)劃，旨在讓學(xué)生全方位展開想象，在進(jìn)入對(duì)話之前對(duì)對(duì)話有一定的預(yù)判。通過(guò)想象，學(xué)生不但對(duì)對(duì)話內(nèi)容有了一定的了解，更激起了學(xué)生對(duì)對(duì)話內(nèi)容的好奇和向往。然后通過(guò)Listen and check, Watch and check 以及Read and check 三個(gè)活動(dòng)從聽覺和視覺方面一步步地來(lái)印證之前的預(yù)測(cè)和想象。這三個(gè)活動(dòng)層次分明，前后連貫，學(xué)生在活動(dòng)中不僅印證了對(duì)對(duì)話內(nèi)容的預(yù)測(cè)，而且還對(duì)細(xì)節(jié)進(jìn)行了理性思考，整個(gè)過(guò)程中學(xué)生的注意力、判斷力都被積極地調(diào)動(dòng)起來(lái)，進(jìn)而思辨出自己之前的猜測(cè)孰對(duì)孰錯(cuò)。

綜觀學(xué)生這一系列在對(duì)話中的思維活動(dòng)，從思維的活躍程度來(lái)說(shuō)，主動(dòng)、積極和活躍；從思維的類型來(lái)說(shuō)，想象思維和判斷思維交織，有效達(dá)成了在對(duì)話中活躍學(xué)生思維的目的。

三、對(duì)話后，提升學(xué)生的思維品質(zhì)

對(duì)話后，要使學(xué)生從中有所得，有所沉淀，就要使學(xué)生說(shuō)“有含金量”的話，即提升學(xué)生的思維品質(zhì)。通過(guò)筆者的觀察、研究和實(shí)踐發(fā)現(xiàn)，以下方面能幫助學(xué)生提升思維品質(zhì)（見圖10）：

圖10

仍以PEP《英語(yǔ)》六(上)Unit 3 Part A Let’s try& Let’s talk 為例。在對(duì)話后，筆者采用了先讓學(xué)生反思總結(jié)之前所學(xué)對(duì)話，再想象類似的對(duì)話情境，并創(chuàng)編新對(duì)話的方式培養(yǎng)學(xué)生的綜合分析能力和創(chuàng)新思維能力。

【教學(xué)片斷3】

1.Consolidation

（1）Let’s think

T: What do you think of Mike’s weekend plan?

S1: It’s meaningful.

S2: Sometimes he plays and sometimes he works.That’s great!

S3: It’s colourful.

...

T: What do you think of Sarah’s weekend plan?

S1: She plays too much.

S2: She doesn’t do homework.

S3: She doesn’t read books.

T: So sometimes we need to play and sometimes we need to work.They are both important.There is a saying,“All work and no play makes Jack a dull boy.”

（2）Make your weekend plan with your friend

T: Now you may talk about your weekend plan with your friend.And try to make it concrete and meaningful.There are 3 levels for you to choose.

（3）Enjoy some meaningful plans

T: A meaningful plan helps you a lot.So try to make a plan before you do something important.

Ss: OK!

對(duì)話后的三個(gè)活動(dòng)，引導(dǎo)著學(xué)生的思維向更深處探究?；顒?dòng)一，Let’s think 引導(dǎo)學(xué)生反思并總結(jié)剛剛所學(xué)的對(duì)話，讓學(xué)生在談體會(huì)、發(fā)表意見的過(guò)程中進(jìn)行深層思考，綜合分析各種計(jì)劃合理與否，孰對(duì)孰錯(cuò)。這是學(xué)生對(duì)價(jià)值觀發(fā)出的拷問，是一種深層次的對(duì)話，這樣的對(duì)話來(lái)源于課本，又高于課本，拷問過(guò)后在學(xué)生心中沉淀下來(lái)的就是正確的認(rèn)識(shí)?；顒?dòng)二，Make your plan with your friend 是一個(gè)開放性的活動(dòng)，在分層設(shè)計(jì)中學(xué)生的創(chuàng)新思維被不同程度開啟，學(xué)生需要想象在什么樣的情況下需要制定計(jì)劃，設(shè)置什么樣的計(jì)劃才是合理的，怎樣合理分配學(xué)習(xí)和娛樂的時(shí)間等等。通過(guò)這些想象，學(xué)生所創(chuàng)編出來(lái)的對(duì)話便是創(chuàng)新的成果?；顒?dòng)三，Enjoy some meaningful plans 可以豐富學(xué)生的體驗(yàn)，這樣的體驗(yàn)刺激了學(xué)生情感的豐富，有了一定的情感積淀之后學(xué)生的想法自然增多，也就是學(xué)生的思維處在復(fù)雜之中，復(fù)雜便是學(xué)生思維品質(zhì)提升的表現(xiàn)，慢慢地學(xué)生必將從中提煉出道理的精髓、智慧的精華以及人生的真諦。