朱貴珍

《義務教育英語課程標準（2022年版）》中明確提出：教育的使命和目的是發(fā)展學生核心素養(yǎng)，素養(yǎng)應該以人為核心，以育人為根本任務。因此，在英語教學中滲透育人理念，為培養(yǎng)有理想、有本領、有擔當的時代新人奠定基礎。

一、抓住契機，激發(fā)反思

《義務教育英語課程標準（2022年版）》中關于“人與社會”范疇的子主題內容“校園與社區(qū)環(huán)境保護，公益勞動與公益服務”，明確要求學生要具有主人翁的意識和能力，形成“我為人人，人人為我”的服務意識，以促進學生養(yǎng)成為社會、為祖國奉獻自己的意識和能力。

在教學譯林版英語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)學生思考后，抓住時機適時追問：“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。當學生充分認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？ 讓學生明白“城市潔凈，人人有責?！币訵e can...句式讓學生發(fā)揮主人翁意識，主動思考該如何落實自己的行為。之后再進一步引導學生從家庭和學校兩個方面思考自己力所能及的事情，引導學生反思： What can we do to keep our home clean？ What can we do to keep our school clean？ 鼓勵學生大膽發(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，讓學生任選一個寫一篇小作文，激發(fā)學生構建良好的生活習慣的意識。

二、結合語境，發(fā)散思維

《義務教育英語課程標準（2022年版）》強調學生要提升思維品質，能初步從“多角度”觀察和認識世界、看待事物，有理有據、有條理地表達觀點；逐步發(fā)展“邏輯思維、辯證思維和創(chuàng)新思維”，使思維體現一定的敏捷性、靈活性、創(chuàng)造性、批判性和深刻性。在教學譯林版英語6A Unit 1 The kings new clothes的Story time時，教師可以通過以下對話，激發(fā)學生思考，促進學生的發(fā)散思維，以達到“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 didnt. Because they wanted to be clever.

T： Yes. Because the two men said，“Clever people can see them. Foolish pelple cant see them.” They didnt want to be foolish. Who wants to be foolish？ Nobody wants to be foolish. Were there any beautiful clothes？

S2： No，there werent. The two men didnt make any beautiful clothes. They just acted to make clothes，but didnt make any clothes.

T： Right. “Foolish people cant see them. Clever people can see them” is a magic sentence. This is the key point of the two cheaters success.（這句學生聽不懂，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 didnt want to be foolish.

T： Actually you didnt. You didnt want to be laughed by others.

S4： No. I could say，“ I cant see any beautiful clothes.”

T： Great. You are so brave and honest like that little boy. Many people liked protecting themselves and didnt tell the truth. To be honest，maybe be foolish and be dangerous. When the king heard that “The king isnt wearing any clothes！” how did he feel？

S5： He feeled angry.

T： Yes. He felt angry. （出示feel的過去式felt，強調feel的過去式是felt而不是feeled，并帶領學生讀幾遍）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 didnt 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，讓學生自主揣摩其中的奧妙，選擇不同的故事結尾，自主評價故事中的人物，體現評價的多樣性、人性的復雜性，允許學生進行批判性思維。教師教育理念的包容性和發(fā)散性，可促學生自省，并于自省中增智，亦可啟發(fā)學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，學生的思維品質得到提升，樹立正確價值觀。

三、角色扮演，沉浸體驗

在教學譯林版英語6A Unit 6 Keep our city clean中的Cartoon time時，就可以通過角色扮演，讓學生沉浸式體驗“Dont 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生。在指導學生朗讀和表演中，可和學生進行如下談話：

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 shouldnt do that！ Pick it up. It makes the street messy”？（多媒體呈現：Bobby，you shouldnt 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？（讓幾名學生試讀，對語氣、語調進行有效指導）But Bobby doesnt pick it up. Is Bobby a good boy？

S3： No，he isnt.

T： Yes. He doesnt follow the rules. He doesnt listen to Tinas sentence. What do you think of Bobby？

S4： He is not ... boy.

T： Yes. He doesnt take others 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 Billys hurt. Bobby is so sorry. How to read “Im sorry，Billy.”（指導學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)和引導學生角色扮演中的心情和語氣，讓學生深刻體會亂丟果皮的害處，端正態(tài)度，修正行為，做一個文明守紀的好孩子。

四、續(xù)寫文本，辨析品質

《義務教育英語課程標準（2022年版）》中“批判與創(chuàng)新”的具體要求有“能對語篇內容進行簡單的續(xù)編或改寫”。所以在英語教學中，教師適當地鼓勵學生對一些有價值的語篇進行續(xù)編和改寫，既可促進學生思維品質的提升，又可激勵學生在續(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，在鼓勵學生續(xù)寫6A Unit 1 The kings new clothes時，先進行如下對話：

T： When the little boy pinted at the king and laughed，“ Ha！Ha！The king isnt wearing any clothes！” What would the king do？ Can you guess？

S1： Maybe he laughed at the little boy，“The boy is so little. Hes foolish. He cant see the beautiful clothes！”

T： Oh，maybe the king couldnt 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 wouldnt be cheated again and wouldnt like new clothes. He would do many good things for his people.

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

五、自由辯論，深化理解

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

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

S1：Drving cars into the school is very dangerous. We shouldnt let the cars drive into the school for the students safety.

S2：Just because the cars are dangerous，we shouldnt 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 dont 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 cant 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，學生自然而然學會如何去管理自己、管理班級和管理學校，對能力的培養(yǎng)和品德的塑造都有一定的價值和意義。

對于學生不太會用英語表達的思想和道理，可以鼓勵學生適當地使用漢語，因為小學的詞匯量和句子、語法的學習還不足以支撐學生熟練使用英語去表達自己的思想和感悟。當然，對于善于鉆研和樂學、善學的學生，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新詞匯和新句型，并運用新詞匯和新句型來表達自己想法和見解的學生。教師鼓勵學生樂于自學、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。