英語(yǔ)泛讀之問(wèn)題設(shè)計(jì)

駱江燕

[摘 要]本文通過(guò)對(duì)英語(yǔ)閱讀中不同層次問(wèn)題的設(shè)計(jì),以期找到一種簡(jiǎn)捷有效的教學(xué)方式,來(lái)提高學(xué)生學(xué)習(xí)積極性。筆者結(jié)合在教授該門(mén)功課時(shí)的方法——提問(wèn),把教學(xué)內(nèi)容轉(zhuǎn)化為面向全體學(xué)生的序列性較強(qiáng)的問(wèn)題,以問(wèn)題為因,誘導(dǎo)學(xué)生的學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)行為,幫助他們?cè)诮鉀Q問(wèn)題的過(guò)程中掌握新的知識(shí)點(diǎn),從而逐步培養(yǎng)他們的學(xué)習(xí)興趣,提高閱讀能力。

[關(guān)鍵詞]英語(yǔ) 泛讀教學(xué) 問(wèn)題設(shè)計(jì)

《英語(yǔ)泛讀教程》是高等教育英語(yǔ)專(zhuān)業(yè)基礎(chǔ)階段的必修課程,也是高等學(xué)校英語(yǔ)專(zhuān)業(yè)專(zhuān)科段的一門(mén)重要課程。該課程選用由黃源深、虞蘇美總主編、劉乃銀主編,高等教育出版社出版的《英語(yǔ)泛讀教程》作為教學(xué)教材。該教材共4冊(cè),每?jī)?cè)15個(gè)單元,材料題材廣泛,涉及英語(yǔ)國(guó)家社會(huì)、政治、經(jīng)濟(jì)、文化等方面;科學(xué)性、趣味性兼具。

這門(mén)課程對(duì)于學(xué)生的閱讀理解能力、詞匯量以及英語(yǔ)語(yǔ)法知識(shí)都有著很高的要求。但是,學(xué)生閱讀能力弱、詞匯量小、閱讀效果差卻是不容忽視的現(xiàn)狀。鑒于這種情況,本文結(jié)合作者在教授該門(mén)功課時(shí)的方法——提問(wèn),把教學(xué)內(nèi)容轉(zhuǎn)化為面向全體學(xué)生的序列性較強(qiáng)的問(wèn)題,以問(wèn)題為因,誘導(dǎo)學(xué)生的學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)行為,幫助他們?cè)诮鉀Q問(wèn)題的過(guò)程中掌握新的知識(shí)點(diǎn),從而逐步培養(yǎng)他們的學(xué)習(xí)興趣,提高閱讀能力。

提問(wèn)是課堂教學(xué)互動(dòng)一種必不可少的方式。對(duì)于不同的篇章,由于要達(dá)到的目的不同,需要設(shè)計(jì)不同層次的問(wèn)題。問(wèn)題設(shè)計(jì)的難易程度直接影響學(xué)生的主動(dòng)性。學(xué)習(xí)、復(fù)習(xí)、理解和簡(jiǎn)單運(yùn)用知識(shí)點(diǎn)的問(wèn)題屬于低層次的提問(wèn);分析、評(píng)價(jià)和創(chuàng)造性的問(wèn)題屬于高層次的提問(wèn)。教師在提問(wèn)的時(shí)候應(yīng)先提一些簡(jiǎn)單的低層次的問(wèn)題,再提出相對(duì)難答的高層次的問(wèn)題,如果學(xué)生在回答高層次的問(wèn)題有一定的難度時(shí),教師則要用低層次的問(wèn)題逐步引導(dǎo)學(xué)生。

例如,《英語(yǔ)泛讀教程》〈1〉Unit One 《Little House in the Big Woods》,如果直接提問(wèn):

“What kind of people were Lauras parents?”

它屬于高層次的問(wèn)題,如果直接做答,有一定的難度。這時(shí),教師可以用諸如:

“Was ma nervous or calm when she slapped the bears shoulder?”

“Was father hesitate when he had strapped the bundle of furs on his shoulder, even if it almost as big as him?”

“Why didnt he stay with his family in that terrible night?”等問(wèn)題來(lái)啟發(fā)學(xué)生找到答案。

一、設(shè)計(jì)回憶性問(wèn)題

在閱讀的初始階段,引導(dǎo)學(xué)生對(duì)閱讀過(guò)的內(nèi)容進(jìn)行回憶,應(yīng)設(shè)計(jì)回憶性的問(wèn)題。目的在于檢驗(yàn)學(xué)生是否記住了地點(diǎn)、時(shí)間、人物、事情及結(jié)果,以及記憶的準(zhǔn)確性。

以《英語(yǔ)泛讀教程》〈2〉Unit Eight《Two Boxes of Gold(I)》為例,可用以下回憶性問(wèn)題提問(wèn)學(xué)生:

a.Who were the two men?

b.What did Mr. Levison started to talk about after the four people had played games for long enough?

c.How were they going to carry two boxes of gold from London to Naples?

這些問(wèn)題屬于低層次問(wèn)題,學(xué)生在篇章中直接可以找到答案。問(wèn)題回答上了,一種輕松的學(xué)習(xí)氛圍也逐漸形成,激發(fā)了學(xué)生進(jìn)一步學(xué)習(xí)的興趣,使其形成學(xué)習(xí)期待,為全面開(kāi)展教學(xué)活動(dòng)、提出更深一層的問(wèn)題奠定了基礎(chǔ)。

二、設(shè)計(jì)分析性問(wèn)題

在學(xué)生對(duì)閱讀篇章進(jìn)行了復(fù)習(xí),核實(shí)了知識(shí)內(nèi)容后,應(yīng)檢驗(yàn)學(xué)生是否真正理解了所學(xué)內(nèi)容。這時(shí),在記憶和理解的基礎(chǔ)上可設(shè)計(jì)分析性問(wèn)題,幫助學(xué)生找出事情發(fā)生的原因和結(jié)果,概括和整理所學(xué)的知識(shí)。

例如,教學(xué)《英語(yǔ)泛讀教程》(2)Unit Eleven《The All-American slurp》時(shí),教師可以用以下分析性問(wèn)題提問(wèn)學(xué)生:

a.Why did all those presents look at the girl and her family?

b.Can you tell us the differences in table manners between the Chinese and Americans?

c.Do you think the raw celery is so delicious though strings in the stalks were a problem?

d.Why didnt Mr. Gleason pick up peas with his fingers at the dinner given by the girls family?

三、設(shè)計(jì)評(píng)論性問(wèn)題

評(píng)論性問(wèn)題是高一級(jí)層次的問(wèn)題,在回憶、理解文章基本內(nèi)容的基礎(chǔ)上,對(duì)文章內(nèi)容進(jìn)行理性的評(píng)判。它要求讀者必須以積極、評(píng)判的眼光發(fā)現(xiàn)問(wèn)題,借助自己的知識(shí)和評(píng)判標(biāo)準(zhǔn)對(duì)文章進(jìn)行分析和評(píng)價(jià),闡述自己的觀點(diǎn),找出答案。

以《英語(yǔ)泛讀教程》(3)Unit Eight 《Anti-Smoking Role Playing》為例,針對(duì)課文可以設(shè)計(jì)以下評(píng)論性問(wèn)題:

a.Why did the author write the material?

b.Is the author approaching the material logically or emotionally? What emotional words does he or she use?

c.Cigarettes are believed by some to play an important and effective role in interpersonal relations. What is your view?

d.What is your attitude towards smoking?

e.Was the ending reasonable or believable? Why or why not?

f.Was the title well chose ? Why or why not?

四、設(shè)計(jì)創(chuàng)造性問(wèn)題

在學(xué)生對(duì)語(yǔ)篇進(jìn)行充分的閱讀理解、分析和評(píng)論的基礎(chǔ)上,可以適當(dāng)設(shè)計(jì)一些創(chuàng)造性問(wèn)題,啟發(fā)學(xué)生的新思想、新辦法,使他們充分發(fā)揮想象力,激發(fā)他們的發(fā)散性思維能力,調(diào)動(dòng)閱讀的積極性。例如,在閱讀《英語(yǔ)泛讀教程》(3)Unit Fourteen 《Overdue Interest》時(shí),可設(shè)計(jì)以下的問(wèn)題:

a.How much do you know about the Nanjing Massacre?

b.If there were not Nanjing Massacre, what would happen?

c.Compare the Nanjing Massacre with the slaughter of the Jews during World War Ⅱ.

d.What would you do if you were one of the journalist at that time?

e.Would you still remember the Nanjing Massacre? Why or why not?

f.Most Americans still know nothing about the Nanjing Massacre, do you have any good opinions to change such condition?

g. At the beginning of the article, the author points to the fact that much of Japan to this day simply won't admit that the Nanjing Massacre could have happened. Can you give examples to explain it?

創(chuàng)造性問(wèn)題的設(shè)計(jì)猶如給讀者插上了想象的翅膀,讀者不再拘泥于文本,以新的角度去思考問(wèn)題,從而更深刻地理解文章,也提高了讀者理解、分析的能力。

幾種問(wèn)題的設(shè)計(jì)是一個(gè)逐層遞進(jìn)逐步提高、循序漸進(jìn)的過(guò)程,它引導(dǎo)著學(xué)生由簡(jiǎn)到難、由表及里地理解篇章內(nèi)容,不但理解詞句的字面含義,而且把握文章的深層結(jié)構(gòu)、整體思想,不再使學(xué)生只見(jiàn)“樹(shù)”而不見(jiàn)“林”,從而有助于培養(yǎng)他們的閱讀興趣,提高他們的閱讀能力。

參考文獻(xiàn):

[1]黃源深,虞蘇美,劉乃銀.英語(yǔ)泛讀教程.高等教育出版社.

[2]劉會(huì)民,杜光明.如何學(xué)好《英語(yǔ)閱讀一》.英語(yǔ)知識(shí),2004,(01).

[3]王媛.提問(wèn)策略在英語(yǔ)教學(xué)中的應(yīng)用.中小學(xué)外語(yǔ)教學(xué),2004.

[4]許云.閱讀理解的層次.英語(yǔ)知識(shí),2004,(01).