朱貴珍

《義務(wù)教育英語課程標(biāo)準(zhǔn)（2022 年版）》中明確提出：教育的使命和目的是發(fā)展學(xué)生核心素養(yǎng)，素養(yǎng)應(yīng)該以人為核心，以育人為根本任務(wù)。因此，在英語教學(xué)中滲透育人理念，為培養(yǎng)有理想、有本領(lǐng)、有擔(dān)當(dāng)?shù)臅r代新人奠定基礎(chǔ)。

一、抓住契機(jī)，激發(fā)反思

《義務(wù)教育英語課程標(biāo)準(zhǔn)（2022 年版）》中關(guān)于“人與社會”范疇的子主題內(nèi)容“校園與社區(qū)環(huán)境保護(hù)，公益勞動與公益服務(wù)”，明確要求學(xué)生要具有主人翁的意識和能力，形成“我為人人，人人為我”的服務(wù)意識，以促進(jìn)學(xué)生養(yǎng)成為社會、為祖國奉獻(xiàn)自己的意識和能力。

在教學(xué)譯林版英語6A Unit 6 Keep our city clean 時，以Was our city clean？ What made our city dirty？ 兩個問題激發(fā)學(xué)生思考后，抓住時機(jī)適時追問：“Did we litter into the river before？Did we throw rubbish on the ground？Did we sometimes spit before？Did we waste paper？”激發(fā)學(xué)生反思生活中自己和家人之前做得不合適、不環(huán)保的地方。直面問題可激發(fā)學(xué)生及時修正自己和家人的行為，踐行正確的價值觀，并形成行動自覺。當(dāng)學(xué)生充分認(rèn)識人類一些破壞生態(tài)和文明的行為時，再拋出問題：What can we do to keep our city clean？ 讓學(xué)生明白“城市潔凈，人人有責(zé)?！币訵e can...句式讓學(xué)生發(fā)揮主人翁意識，主動思考該如何落實自己的行為。之后再進(jìn)一步引導(dǎo)學(xué)生從家庭和學(xué)校兩個方面思考自己力所能及的事情，引導(dǎo)學(xué)生反思: What can we do to keep our home clean？ What can we do to keep our school clean？鼓勵學(xué)生大膽發(fā)言、積極思考。在綜合運用板塊，教師還可以以“What can we do to keep our home clean？”或“What can we do to keep our school clean？”為主題，讓學(xué)生任選一個寫一篇小作文，激發(fā)學(xué)生構(gòu)建良好的生活習(xí)慣的意識。

二、結(jié)合語境，發(fā)散思維

《義務(wù)教育英語課程標(biāo)準(zhǔn)（2022 年版）》強(qiáng)調(diào)學(xué)生要提升思維品質(zhì)，能初步從“多角度”觀察和認(rèn)識世界、看待事物，有理有據(jù)、有條理地表達(dá)觀點；逐步發(fā)展“邏輯思維、辯證思維和創(chuàng)新思維”，使思維體現(xiàn)一定的敏捷性、靈活性、創(chuàng)造性、批判性和深刻性。在教學(xué)譯林版英語6A Unit 1 The king’s new clothes 的Story time 時，教師可以通過以下對話，激發(fā)學(xué)生思考，促進(jìn)學(xué)生的發(fā)散思維，以達(dá)到“潤物無聲”的育人效果。

T: When the king walked through the city in his new clothes，the people in the street looked at the king and shouted，“What beautiful clothes！”Why did the people say that？ Did they really see the beautiful clothes？

S1: No，they didn’t. Because they wanted to be clever.

T: Yes. Because the two men said，“Clever people can see them. Foolish pelple can’t see them.”They didn’t want to be foolish. Who wants to be foolish？Nobody wants to be foolish. Were there any beautiful clothes？

S2: No，there weren’t. The two men didn’t make any beautiful clothes. They just acted to make clothes，but didn’t make any clothes.

T: Right. “Foolish people can’t see them. Clever people can see them”is a magic sentence. This is the key point of the two cheaters’success.（這句學(xué)生聽不懂，教師可以用中文解釋一下）If you were in the street，did you say，“What beautiful clothes！”

S3: Yes. I didn’t want to be foolish.

T: Actually you didn’t. You didn’t want to be laughed by others.

S4: No. I could say，“ I can’t see any beautiful clothes.”

T: Great. You are so brave and honest like that little boy. Many people liked protecting themselves and didn’t tell the truth. To be honest，maybe be foolish and be dangerous. When the king heard that“The king isn’t wearing any clothes! ”how did he feel？

S5: He feeled angry.

T: Yes. He felt angry. （出示feel 的過去式felt，強(qiáng)調(diào)feel 的過去式是felt 而不是feeled，并帶領(lǐng)學(xué)生讀幾遍）Maybe he would catch the little boy and put him in jail. Did the king catch the two men-the two cheaters？

S6: No. He didn’t want to ...

T: Maybe the king loved his face. He would be shamed to be cheated by the two men.

S7: I think the king put the two men in jail and punished them，and let them not to cheat others.

T: You are good at thinking. Maybe the king was wise，he would catch the two men and put them in jail.（出示：wise 明智的）

如此多角度的思維碰撞，讓學(xué)生自主揣摩其中的奧妙，選擇不同的故事結(jié)尾，自主評價故事中的人物，體現(xiàn)評價的多樣性、人性的復(fù)雜性，允許學(xué)生進(jìn)行批判性思維。教師教育理念的包容性和發(fā)散性，可促學(xué)生自省，并于自省中增智，亦可啟發(fā)學(xué)生不可輕信他人的話，或可有效避免在生活中被別人欺騙。在此過程中，學(xué)生的思維品質(zhì)得到提升，樹立正確價值觀。

三、角色扮演，沉浸體驗

在教學(xué)譯林版英語6A Unit 6 Keep our city clean 中的Cartoon time 時，就可以通過角色扮演，讓學(xué)生沉浸式體驗“Don’t throw rubbish on the ground”和“You should put your rubbish in the bin”的必要性，于角色扮演中體驗throw banana skins 帶來的傷害，明白該如何做一個文明的好學(xué)生。在指導(dǎo)學(xué)生朗讀和表演中，可和學(xué)生進(jìn)行如下談話：

T: Who throws a banana skin on the ground？

S1: Bobby throws.

T: Does Tina ask him to pick it up？

S2: Yes，she does.

T: How to read “Bobby，you shouldn’t do that!Pick it up. It makes the street messy”？（多媒體呈現(xiàn)：Bobby，you shouldn’t do that！Pick it up. It makes the street messy.）

S3: Angry.

T: Yes. She is angry and commands Bobby to pick the banana skin up. Who can read for us？（讓幾名學(xué)生試讀，對語氣、語調(diào)進(jìn)行有效指導(dǎo)）But Bobby doesn’t pick it up. Is Bobby a good boy？

S3: No，he isn’t.

T: Yes. He doesn’t follow the rules. He doesn’t listen to Tina’s sentence. What do you think of Bobby？

S4: He is not ... boy.

T: Yes. He doesn’t take other’s advice and correct his mistake. Who slips on the banana skin and falls.

S5: Billy slips and falls and hurts his leg.

T: Yes. Billy is so pity. He steps on the banana skin and falls down. Bobby throws the banana skin，so he is shamed and responsible for Billy’s hurt. Bobby is so sorry. How to read“I’m sorry，Billy.”（指導(dǎo)學(xué)生角色扮演時說話的語氣：羞愧、抱歉、后悔）

T: Will Bobby realize his mistake and correct it in the future？

S6: Yes. I think he will. Throwing rubbish on the ground is not right. It makes the street messy，dirty and dangerous.

這一環(huán)節(jié)目的在啟發(fā)和引導(dǎo)學(xué)生角色扮演中的心情和語氣，讓學(xué)生深刻體會亂丟果皮的害處，端正態(tài)度，修正行為，做一個文明守紀(jì)的好孩子。

四、續(xù)寫文本，辨析品質(zhì)

《義務(wù)教育英語課程標(biāo)準(zhǔn)（2022 年版）》中“批判與創(chuàng)新”的具體要求有“能對語篇內(nèi)容進(jìn)行簡單的續(xù)編或改寫”。所以在英語教學(xué)中，教師適當(dāng)?shù)毓膭顚W(xué)生對一些有價值的語篇進(jìn)行續(xù)編和改寫，既可促進(jìn)學(xué)生思維品質(zhì)的提升，又可激勵學(xué)生在續(xù)編和改寫的過程中深化對語篇的理解和對人物的塑造，起到一定的育人效果。比如，在鼓勵學(xué)生續(xù)寫6A Unit 1 The king’s new clothes 時，先進(jìn)行如下對話：

T: When the little boy pinted at the king and laughed，“ Ha！ Ha！ The king isn’t wearing any clothes！”What would the king do？ Can you guess？

S1: Maybe he laughed at the little boy，“The boy is so little. He’s foolish. He can’t see the beautiful clothes！”

T: Oh，maybe the king couldn’t think the two men were cheaters. He thought the little boy is foolish. That is possible. Maybe the king was foolish.

S2: Maybe he knew that he was cheated by the two men. He was angry and woke up. He put the two men in jail.

T: Oh，yes. The king was clever and wise. He wouldn’t be cheated again and wouldn’t like new clothes. He would do many good things for his people.

在與學(xué)生的交流中，以辯證思維進(jìn)行探討，激發(fā)學(xué)生從正、反兩方面去分析、續(xù)編文本，體現(xiàn)思維的多樣性、靈活性，以培養(yǎng)學(xué)生多角度感悟語篇中蘊含的人生哲理，達(dá)到育人的效果。

五、自由辯論，深化理解

鼓勵學(xué)生對課文里出現(xiàn)的正反兩面思維的碰撞，進(jìn)行暢快的辯論，有助于學(xué)生明辨是非、堅持真理，鍛煉學(xué)生的思維能力，促進(jìn)學(xué)生啟智增慧，以解決思想上的內(nèi)耗和疑惑。如在進(jìn)行6B Unit 3 A healthy diet 的Story time 的教學(xué)中，學(xué)生就對Does Yang Ling have a healthy diet？的回答存有分歧，有的學(xué)生認(rèn)為是否定回答，因為Food Pyramid 中，對碳水化合物的攝取是a lot of，而Yang Ling only eats a little rice for lunch. 而有的學(xué)生認(rèn)為Food Pyramid 有偏頗，碳水化合物不應(yīng)該是a lot of，而是some 或a little 才符合現(xiàn)代健康飲食的要求。所以在雙方的思維碰撞后，可鼓勵學(xué)生回家查找資料，準(zhǔn)備好相關(guān)的理論支持，在綜合運用板塊，讓學(xué)生自主分成正反兩方進(jìn)行辯論。在辯論中，學(xué)生對健康的飲食會有更加深刻的理解，不拘泥于課本，敢于質(zhì)疑和批判。

再如，教學(xué)譯林版英語6B Unit 4 Road safety時，以“School safety”為題目，激發(fā)學(xué)生打開思維，探討如何保證學(xué)生在學(xué)校的安全。學(xué)生各抒己見，有理有據(jù)。但對于機(jī)動車該不該進(jìn)校園的問題，學(xué)生又形成正反兩方進(jìn)行辯論：

S1：Drving cars into the school is very dangerous.We shouldn’t let the cars drive into the school for the students’safety.

S2：Just because the cars are dangerous，we shouldn’t drive cars？No，we should drive more careful and in slow speed. The teachers should drive in another way from the students into the school.

S3：You know，some little students，like the children in the kindergarden and the students in Grade One or Two，they don’t know more about the safety and run everywhere. To allow the cars into the school is not safe.

S4：Yes. The little students are lively and active，so we can order some watchkeepers to look after them and manage them not to run to the cars’road.

S5：But not each little student listens to the watchkeepers，and the watchkeepers can’t watch and hold on every student. So it is not safe to let the cars drive into the school.

S6：Right. And the teachers can tell the students not run or play near the cars or around the cars. Ask the students to stay away from the cars consciously.

在正反兩方的辯論中，學(xué)生自然而然學(xué)會如何去管理自己、管理班級和管理學(xué)校，對能力的培養(yǎng)和品德的塑造都有一定的價值和意義。

對于學(xué)生不太會用英語表達(dá)的思想和道理，可以鼓勵學(xué)生適當(dāng)?shù)厥褂脻h語，因為小學(xué)的詞匯量和句子、語法的學(xué)習(xí)還不足以支撐學(xué)生熟練使用英語去表達(dá)自己的思想和感悟。當(dāng)然，對于善于鉆研和樂學(xué)、善學(xué)的學(xué)生，教師給予極大的贊揚和鼓勵，尤其是那些善于利用資源自學(xué)新詞匯和新句型，并運用新詞匯和新句型來表達(dá)自己想法和見解的學(xué)生。教師鼓勵學(xué)生樂于自學(xué)、敢于創(chuàng)新，形成一定的跨文化的溝通能力，于解決問題的探討和辯論中形成自己正確的世界觀、價值觀和人生觀。