例析中学英语读写训练中的铺垫与生成，本文主要内容关键词为：中学英语论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
Krashen的输入假说理论认为，只要学习者接触到的话语里含有“可理解的输入”，语言习得便会发生。学习者接触的语言材料应略高于学习的现有水平，即i+1。当习得者习得了定量的语言材料时，习得语言自然冒出。Krashen的输入假说有以下的特点：1.可理解性；2.既有趣又有关；3.非语法程序安排；4.要有足够的输入量。[1] 信息加工理论认为，通过对学习者各种感官刺激的信息输入，将其转换成为一定的神经传递信息，经过神经系统的转换储存和被回忆，被储存和被回忆的信息又再次被转换成另一类的神经传递信息，由它所控制的肌肉活动和器官，以语言或其他方式表达出来，完成有实效的信息的输出和有意义的学习生成。 笔者注意到，在英语读写训练课上，应该设置多向性的铺垫，然后在文本的理解性输入的基础上来完成语言的输出，这样才能获得个性化的、有思想的语言输出和即时生成。 下面以一节江苏省（2013年）读写训练优质课为例，分析读写训练中的铺垫与生成。该堂课的授课对象为连云港市某四星级高中二年级的学生，语言输入材料——“What is life?”（文章详见教学月刊网站www.jxyk.com“资料下载”栏目中的“原文选登”）是一篇富哲理的叙事散文，讲述了一位开朗、诙谐、勇毅、积极向上的87岁老太太Rose，通过努力完成大学课程并获得学位，最后在睡梦中安然离世的经历。在这节课上，来自南京外国语学校的杨梦老师安排了六个教学环节：读前情境导入、整体理解文本、读后思想性铺垫、写前发展性铺垫、生成性输出与评价、课堂小结与提升。通过这六个环节，杨老师诱导并引领学生完成了语言陈述性知识向程序性知识的转换，在高质量的语言输入—内化—输出过程中，达到即时性生成，产生了积极的情感共鸣。以下是课例实录，经与杨梦老师协商，在生成性输出与评价环节略作修改，小标题为作者添加。 一、读前情境导入 杨老师在学生阅读前展示了一张有关人的生长过程的图片，植入与主题相关联的话题情境，并与学生交流。 T:What do you think the picture is about? S1:A man growing from young to old. S2:A person growing up and growing old. T:The process happens to everyone,no exception,and it's unavoidable.（板书：unavoidable） 接着，她用一首与文本同名的英语诗，在师生互动的赏析过程中，让学生体验生命的选择性。 What is life? They say it's from B to D. From Birth to Death. But what is between B and D? it's a C. So what is a C? it's a CHOICE. Our life is a matter of choices. Live well and it will never go wrong. T:What is C in your eyes? S3:Change. S4:Challenge. S5:Choose. 【简析】在此环节，杨老师在话题情境中引出主题“Life—Growing old is unavoidable and growing up is optional.”她适时推出一首小诗，调动学生主动阅读的积极性，通过对“C”的个性化理解，在师生互动中生成change，challenge和choose，同时，她也巧妙地为后续的语言输出（学生用英语写一首小诗）做了文体结构上的指导性铺垫。 二、整体理解文本 在学生自主阅读文本之前，杨老师让学生带着任务——回答四个W（who，when，what，why）快速浏览全文，找寻文本中的基本要素，然后要求用一句话对整体文义进行概述。 T:Who is the hero of the story? S:Rose. T:When the story happened,how old was she? S:87. T:What did Rose do at the age of 87? S:Going to college. T:Why did she go to college at such an old age? S:To realize her dream. 在对上述四个陈述性问题所进行了探讨与解决之后，学生将四个答案串联起来，自然而然就完成了一句话概述：“At the age of 87，Rose went to college to realize her dream.” 在此基础上，杨老师用问题“What kind of person is Rose?”引导学生进行小组互动式交流，讨论主人公的为人和品格，并填写句子：“Rose is a/an ________ lady.” 在个体与群体的思维碰撞中，学生个性化地从感性层面逐渐步入理性层面，他们描述Rose的词有：friendly,kind,thoughtful,wise,generous,determined,humorous,talkative,energetic,easygoing,enthusiastic,optimistic… 接着，杨老师带着学生赏析一首小诗——“A friend”。 A friend A friend is like a flower, a rose to be exact. A friend is like a heart that goes strong until the end. 【简析】在这一环节，杨老师安排了6分钟的学生自读时间，学生借助掠读，对文本进行整体理解，通过四个基本问题的互动式探讨，水到渠成地完成了一句话概述。她用导向性问题“What kind of person is Rose?”引领学生去发散思维，提高自主阅读的层次.借助小组互动和师生互动，对主人公Rose进行多方位描述。她和学生一道赏析第二首小诗“A friend”，为后续的读后思想性铺垫做好心理准备。 三、读后思想性铺垫 在整体理解文本之后，杨老师让学生各自在文本中找出最喜欢的一个语句。 T:Read out the sentence and tell us why you like it. S1:The elderly usually don't have regrets for what we did,but rather for things we did not do.I like it because I want to make my life less regretful when I grow old. S2:Growing old is unavoidable,but growing up is optional.I like it because everyone has to grow up. T:And what do you think will help us grow up? S2:We can make choices to make ourselves grow up. S3:We do not stop playing because we are old; we grow old because we stop playing.I like it because we should not stop playing when we study and work if we want to live a beautiful life. S4:We make a living by what we get,we make a life by what we give.I like this sentence because when we choose to get help from others,we can say we have lived well in the world; when we choose to give help to others,we can say we have lived a great and meaningful life. T:As teenagers,what can we give to other people personally? S4:Help. T:Now,as to friendship,I'd like to listen to your opinions. S5:I feel that you first have to be a friend if you want to have a friend. T:Yeah! To be a friend is to give because giving is the best way to receiving. 紧接着，师生共同诵读主人公演讲中的优美语句： “Growing old is unavoidable,but growing up is optional.” “The idea is to grow up by always finding opportunity in change,having no regrets.” “We make a living by what we get,we make a life by what we give.” 通过研讨，师生从具体认识步入一般共识： What is life? Life is growing up. Life is having no regrets. Life is giving. 【简析】此环节是学生写作输出与思想生成极其必要的步骤。杨老师匠心独具，让学生找出文中自己喜欢的语句，做出归因分析，从对形合认识的层面上和意合认识的层面上对文本做了深层次挖掘，促进学生自主地发散思维，达到个性化的对生活内涵与要义的反思与提炼，扩展和提高学生思想内涵的内容、水平、深度、广度和能力。在互动效应下，她引发学生进行深层次探讨，在诵读和咀嚼Rose的富于哲理和睿智的语句的氛围里，从具体性的个解螺旋式地上升到一般性的和解，引领学生逐步进入深度学习，活化思想的灵性空间，跃抵对“生命”与“生活”的理性认识。 四、写前发展性铺垫 按照课前预设，杨老师和同学们一道赏析以下两首小诗。 It's better to look back upon life and say I can't believe l did that than to say I wish l did that. You get the best from others when you give the best of yourself. T:Now,let's do further thinking,within 3 minutes,considering the two poems above,turn to my question:What's the true meaning of life? 之后，她以“What is life to you”为题，让学生在思考后进行互动交流。同时，她用PPT打出自己创作的小诗，作为样本： As for me, Life is like a cup of coffee, sweet,bitter, and sour. Life is like a mirror, reflecting what you show it and what you did. 【简析】有了对诗歌格式（文体结构）的初步认识，有了对文本的深层次理解，有了对生活（生命）的个性化诠释，有了充分互动后师生达成的共识，学生在欣赏了几首小诗以及杨老师的样本之后，从独立思考到积极参与，形成了思想与方法的发展性建构，提升了自身主动建构的生成力度，自然地过渡到生成性语言输出环节。 五、生成性输出与评价 在写前的发展性铺垫与师生互动和伙伴互动交流之后，杨老师发放彩色小卡片，要求学生在5分钟内写一首小诗，表达自己对生活与生命的理解。 T:Poem is a best way to express your emotions or ideas.What is life to you? Write your ideas into a short poem. 在输出环节，杨老师通过上述简短的有效引导，触发了学生的个性化思考，拓展了写作训练中思维的深度与广度，打开了思想生成的通道。 5分钟后第一个学生到讲台前朗诵了她的作品（作品略）。杨老师以激励发展输出效果为目的，请三个同学对这首小诗进行评价。 然后，第二个学生到台前展示了他的作品： Life is a glass of clear water, You can make it taste sweet or bitter. So,no matter what condition you are in, The taste of water just depends on yourself! So the first thing in it is one more heart, And when your time is near,you look back on, You will have a peaceful smile on your face! 几个学生争先恐后地表达了自己的看法。 S1:Thoughtful! Because nothing is hard for us if we put our hearts into it. S2:Colorful! I think we should make life colorful! S3:Meaningful! Especially the words—the taste of water just depends on yourself.I agree with it. T:What can you remember in her poem? We ourselves decide the taste of water! 此时，杨老师情不自禁地流下了感动的眼泪，在场观摩的不少教师也欣然地为此情此景所动容。 【简析】怀着按捺不住的激情，运用师生已有的实践性知识，带着双语文化对生活的理解，尤其是汉语言文化在孩子们心中的积极影响，学生们情不自禁地展抒自己对生活（生命）真谛的感悟与理会。虽然不少作品还很稚嫩，但五彩斑斓的卡片上生成并映射着的是他们鲜活的理念和思想。六位同学对伙伴作品的评价，不只是行为层面的，而且是元认知层面的，他们颇具思辨的评价上升到了一定的思想高度，这就无形中扩大了呈现活动的参与面。在评价过程中实施拓展学习，增强了评价环节的交互性和发展性功能，将使输出与生成性活动演变得流光溢彩。 六、课堂小结与提升 最后的一分钟，杨老师和同学们对本节读写训练课做了互动小结。她先起一个经典句的开头，同学们紧接着一道背诵Rose的语句。书声琅琅，让人意犹未尽！ 在呈现图1的情景下，杨老师问学生：“What is life in our eyes?”师生经过探讨达成共识：“Everything makes up our life.No matter what we meet in our life,the first thing we must do is to be positive.” 最后布置提升练习，要求学生写一篇题为“My understanding of life”的150个词的书面表达。