評判性閱讀能力培養(yǎng)的閱讀教學實踐
????????????????????????????????????????????????????? 江蘇省海門中學外語組? 倪彬
高中英語教學應注重培養(yǎng)學生的批判性思維能力( 教育部，2003)。教師針對閱讀文本首先依據(jù)作者選取的相關事實，理出一條線索，從而引導學生揣摩作者的寫作意圖，對事物的態(tài)度和價值觀，然后著重引導學生運用預測，分析，質(zhì)疑，推斷，批判等思維的方法去解讀文本，從而達到對閱讀材料的深刻理解（潘云梅，2011）。本文以我校百花獎課題M6U4project 為例，探討在閱讀教學中評判性閱讀能力的培養(yǎng)。
一．創(chuàng)設情景，問題引擎，自然導入
Step 1. 教師課間播放Doctors without borders 的視頻，激活學生思維和去幫助他人的情感
?????? 上課一開始，師生間展開如下對話
T: We will learn a passage .It’s not a speech, not an argument, not a diary, but….
S1：It’s a diary.
T: Well done. As a diary, is it written in the first person, second person or the third person?
S2: The first person
T: Is the language formal or informal?
S3: informal
T: What are the necessary two parts of a diary?
S4: Experience and Feelings
( 設計意圖：讓學生通過日記人稱和語言風格及內(nèi)容的探討，激發(fā)情緒，對接下來的要讀的日記充滿閱讀期待。)
Step2.教師趁熱打鐵，呈現(xiàn)圖片輔助，培養(yǎng)學生的預測能力
T：We will learn a special diary written by a nurse who works for Doctors Without Borders.
? ?In the break time, we have seen something about doctors Doctors Without Borders.
???? What do you Observe , Wonder and Infer？
S: The doctors and nurses work with lots of difficulty.
T: Can you predict what experiences or problems will be talked about in the diary
S: …..
T: You are good predictors. It’s time to check your prediction
( 設計意圖：導入應該考慮學生的認知能力，生活閱歷和事件的社會關注度。本節(jié)課以Doctors without Borders 為切入點，激活學生觀察力，想象力，和預測能力，能幫助學生更好地理解接下來的文本。)
二 獲取信息，批判閱讀，培養(yǎng)學生分析，質(zhì)疑，和推斷的能力
Step1.Reading for a gist
T: If you read for a gist, what reading strategy should be used?
S: Skimming
T: Are you supposed to read it aloud or silently? Are you supposed to read it fast or slowly?
S: Read it silently and fast
T: Here we go
S: The text is about the MSF nurse’s experiences and feelings while she is working on the Doctors Without Borders.
T: Where can you find the summary?
S: The last paragraph usually functions as conclusion, which highlights the theme of the passage.
( 設計意圖：通過checking questions 指導學生運用快讀策略把握文章總體框架和主旨)
Step2. Reading for information and critical thinking.
這一步驟是整節(jié)課的核心，一改傳統(tǒng)教學，通過不斷追問，由淺入深，層層逼近，培養(yǎng)學生鑒別陳述表述等經(jīng)驗，培養(yǎng)學生歸納，質(zhì)疑能力，最終培養(yǎng)評判性閱讀能力。
T: Obviously , as you know, most of the passage tells us her experiences and problems .Why not figure them out?
板書：fields and harvest were destroyed /lack of food/malnutrition
T: You can use the information from the diary ，you can use the key words to summarize it or you can paraphrase it in your own words.
T: One student one point .Report the problems she met with in the experience.
Ss: no regular medicine/cut and wound/no shelter, food and clean water/language barrier/death……
( 設計意圖：這一教學步驟讓學生查找信息同時，加上自己的歸納和判斷，同時兼顧不同基礎提出了不同要求：可以運用原文，也可以用關鍵詞 ，也可以用自己語言轉(zhuǎn)述。便于激發(fā)每位學生閱讀興趣。)
T: Put the problems and experiences into different categories.(Group work)
學生邊講教師板書：tough weather/heath problems/food conflict/language barrier/the death
( 設計意圖：這一步驟難度遞進，目的是用核心詞歸納出各段的主旨，但教師沒有直接說，學生小組合作，水到渠成完成任務，提高了提煉信息和批判性思維能力。)
T: You did a good job. You have a good understanding of the passage. How can you know it so well? What writing skills are used?
Ss: vivid description ,comparison ,examples……
( 設計意圖：讓學生自主歸納寫作手法，為后面輸出打下伏筆。)
T: Is there something impressive/shocking/surprising
Read between lines
Example: My acting skills are very good, so I can still communicate with people ,even when there is a language barrier and no interpreter around----(Gesture/Sign/Body language is a universal language)
S1:If reminded me of my time in Sudan, where several Doctors without borders staff were attacked as people tried to get the food.---- Hunger is a threat to peace/harmony.
S2:I am finding that my job is not limited to being a nurse. It is being a person who can listen to and comfort them.-----Sharing their voices /feelings and keeping them company are of great help.
S3…..
( 設計意圖：這一步驟對學生的概括和批判性思維要求很高，激發(fā)學生轉(zhuǎn)述文章的表達，同時分享閱讀感受，潤物細無聲，其實培養(yǎng)江蘇省高考任務型閱讀的能力。)
T: What do you think of her experiences?
S: exciting, challenging ,risky, adventurous
T: As a whole ,it is a demanding job
T: What does she think of her experiences?
S: We can tell she became grateful ,mature and tolerant
T: So ,we can see it is a rewarding job from a different angle.
( 設計意圖：從閱讀策略的訓練過渡到情感價值觀的審視。)
T: What qualities are needed for the job
S: determination ,bravey ,flexible ,warm-hearted ,devoted……
T: It is love that can see us through problems and difficulties.
( 設計意圖：自然過渡，進一步主題升華)
三 精講點撥，遷移運用
PPT: l-listen with ears, O-observe with eyes, V-value with hearts. E-Express with actions.
T: Now, to help or not to help ，it is not a question. Are you ready to take action. Doctors without borders is too far away from us. Why not make a difference to others in our daily life？
PPT: Action plan—share your love –make a difference to ___
Who/ problems /actions/Feelings
教師用詩歌欣賞總結: We help, although it is not easy.
? ?????????????????We help, although some people doubt.
? ?????????????????We help, although we won’t get results.
? ?????????????????We help, because it is what makes us human
? ?????????????????We help, because it is what makes the world better.
? ?????????????????We help ,because……
?( 設計意圖：學以致用，交流展示，矯正反饋，深度拓展)
Step4.Homwork: 1.Write your action plan and email it to me2.Surf the Internet to know more about doctors without borders.
T: Thank you for your cooperation. Have a nice day! I am looking forward to your coming email.
教學反思：
作為教師應準確把握文本內(nèi)容和學生已有的知識儲備和能力水平，有效展開形式多樣的課堂教學活動，對學生進行有效的思維訓練，鼓勵學生獨立思考，相互討論，發(fā)表自己的見解，培養(yǎng)學生的邏輯思維和批判性思維，使學生了解知識發(fā)生，發(fā)展，變化的全過程，從而為學生能創(chuàng)造性地解決問題奠定基礎，培養(yǎng)和發(fā)展學生的創(chuàng)造性思維能力。
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