方弦
【摘要】對于大多數學生來說,英語是一門非常令人頭疼的學科。不僅僅是因為有大量需要記憶的單詞和短語,還有繁多復雜的語法讓人望而卻步。人們總認為英語就必須多背背即可,可結果總不盡人意。如果我們能從另一個角度來看待它,英語其實也像數理化那樣是有章可循,有法可依,可以通過技巧訓練來提高的。本文將從中考完型題目入手,一題多思,一題多變,一題多解,爭取在盡量減輕學生負擔的情況下打開學生思路,能對所學知識舉一反三。
【關鍵詞】理科思維 一題多思 舉一反三
在傳統的學習中,人們總是把文理涇渭分明的區分成兩個學科派別。英語屬文,所以總會被冠以“背背單詞即可”的口號。人們認為理科思維與英語無關。可是事實證明,僅僅是“背背單詞”是絕對無法滿足英語學習需要的。語言也是有規律可循的,如果我們可以借用理科思維的理念,使英語學習變得更加可捉摸,那么對于學生來說,英語學習就可以變得輕松許多。
一、“一題多思”理科思維特點在英語學習中的表現
要想提高自己的做題能力和學習效率,就要學會練習一題多解,一題多思,即用多種方法解答同一道試題。這是理科練習中常用的訓練方法。這種方法不僅能更牢固地掌握和運用所學知識,而且通過一題多思,分析比較,能夠尋找解題的最佳途徑和方法,培養自己的創造性思維能力。適當增加一些一題多思的練習題,對鞏固知識,增強解題能力,提高學習成績大有益處。本文根據理科思維的特點,將從英語中考閱讀題目入手,一題多思,一題多變,一題多解,爭取在盡量減輕學生負擔的情況下打開學生思路,能對所學的知識舉一反三。
在中考中,完形填空、閱讀理解和選詞填空是對學生英語素養和實用能力的考察。只知道死記硬背的學生,一天到晚鉆在題海中出不來的孩子,其實到最終無法達到成正比的效果。到最后,學了那么多年英語,不知道思考,不知道舉一反三的學生大有人在。上述的問題,都是由于學生未能認清英語這門語言的構成特點,從而使學生在一次次考試中敗下陣來。這個問題不能僅僅依靠背單詞來解決。本文以完型填空為抓手,舉例呈現“一題多思”的設計思路。
設計舉例:
根據杭州市近五年中考題內容來看,完形填空的難度都相對比較大。而在初三的復習中,完形填空往往被很多考生所忽視,特別是在臨考之前的時候。但事實上,中考完形如果復習的好,其收獲絕對不只是那20道題目10分。本文以中考模擬卷上的完型填空為核心題目,根據中考特點,進行一題多變,一題多思示例。
對于完形的復習,分為以下幾個方面:
1.詞匯的復習。詞匯的復習其實可分為三個層次:理解、辨析和運用。中考完形的詞匯,從統計的概率上看,以實詞詞匯為主,研究歷年完型填空中的選項詞匯是很有必要的。所以詞匯的復習在完形和閱讀部分應當是有所區別的。在復習完形的詞匯的時候,我們可以嘗試將完型的選項轉化為詞匯方面的題目,對完型進行再改編,將完型改為和詞匯相關的題目:單詞拼寫以及詞語填空。以下這篇完型填空是本文需要舉例的核心題目。
(1)一題多思:選項轉化為單詞拼寫:
“Im really thankful to our government, for it provides us with such a good training program.The training greatly helps us live well.I Will certainly study hard and learn the skills.Then I can s____ my family difficulties and do good to other people.” a learner on the Job training program said, feeling e_____.
The learners grandfather is nearly 80 years old, and his mother is ill in bed.So his father , who is a farmer, is the main s____ of the Family.The family is poor.The learner graduated from high school And did not p____ the college entrance exam.The job training program helps him learn the skills that hell n_____ in the work place.
The story reminds me of another s_____.It goes like this: OnceUpon a time, there was a man who liked fishing very much, and was a____ to catch lots of fish every day.The man was a kind-hearted person, so he always s_____ his fish with his neighbours who did not know how to fish.One day, he thought that it would be g_____if he taught them how to fish.So he c_____ his neighbours together and showed them how to fish.Everybody was very happy that they could _____ the fish they themselves caught.
At present, there are still a lot of poor people throughout the world.But its not good if we give only f_____ to them.I_____, we should give them a chance to learn new skills.Therefore, a technical training is very important to people in need, and they will learn the ability to m_____ money.People can learn a lot of useful things in the training program and what they learn can help them on the way to find jobs.
除了選項轉化為詞匯練習外,我們不難發現,完型中的其他詞匯也是非常值得學生鞏固復習的,于是為了充分利用這篇完型填空,筆者又根據中考考點,將文中重要的詞匯編排出來,加大難度,轉化為中考題型選詞填空。
(2)一題多思:轉換為選詞填空
Excite, remind, teach, t hank, provide, they, who, luck, able, support
“Im really ____ to our government, for it p____ us with such a good training program.The training greatly helps us live well.I will certainly study hard and learn the skills.Then I can solve my family difficulties and do good to other people.” a learner on the job training program said, feeling _____.
The learners grandfather is ____ 80 years old, and his mother is ill in bed.So his father , who is a farmer, is the main ____of the Family.The family is poor.The learner graduated from high school And did not pass the college entrance exam.The job training program helps him learn the skills that hell need in the work place.
The story ____ me of another story.It goes like this: Once upon a time, there was a man ____ liked fishing very much, and was able to catch lots of fish every day.The man was a kind-hearted person, so he always shared his fish with his neighbours who did not know how to fish.One day, he thought that it would be great if he taught them how to fish.So he called his neighbours together and showed them how to fish.Everybody was very happy that they could eat the fish they ____ caught.At present, there are still a lot of poor people throughout the world,but its not good if we give only food to them._____, we should give them a chance to learn new skills.Therefore, a technical training is very important to people in need, and they will learn the ____to make money.People can learn a lot of useful things in the training program and what they learn can help them on the way to find jobs.
2.閱讀上的復習。完形的解題是以閱讀為基礎的。如果一篇文章讀不懂那肯定是解不出來的。所以在真正做閱讀訓練 (請注意,不是解題訓練而是閱讀訓練的時候)請各位同學務必只針對文章去讀,而不是針對題目去讀文章。所以再隔一段時間后,教師可以嘗試將已經做過的完型填空變成閱讀理解題目,或者可以事先將完型填空以閱讀理解的方式給學生。
一題多思:轉換為閱讀理解題目。
仍以剛才那篇文章為例,改編如下。
1 Why does the writer say “ he is thankful to the government”?
A because the government offers enough food to him.
B because the government offers him a good training program.
C because the government teaches him how to fish.
2 The man in the story thought it would be great to ______
A share fish with everyone.
B teach neighbours how to fish.
C eat the fish together.
3 Which sentence is not true according to the passage?
A The training program can help him learn the skills that hell need in the workplace.
B Everyone was happy only because they could eat the fish they themselves caught.
C Its more important for people to learn the ability to manke money than to get money.
4 Which proverbs can be seen in the story?
A Its better to teach fishing than to offer fish.
B A friend in need is a friend indeed.
C Seeing is believing.
二、英語教學中一題多思訓練,應當注意以下幾點
1.目的要明確。上這種課,不是單純地追求形式上的一題多思,而是要通過這種練習活動,達到鍛煉學生的思維,拓寬學生的思路,增長學生的知識,培養和提高學生創造性學習能力這個根本目的。所以,教學內容的安排,教學活動的組織,教學方法的選擇等等,都要有利于實現這個根本目的。這是上這種課的總要求。
2.要注意把握上這種課的時間。上這種課,一般是在學生對初次做完型填空和閱讀理解的時候,已經基本參透文章后,隔一段時間后,再進行文章的再次改編,如此,才能使學生掌握得越深刻,越透徹。
3.選題要得當,方法要靈活。并不是所有的完型和閱讀都能進行再改編的。選題得當是學生一題多思的前提條件。它既要能夠一題多變,又要顧及到班上差生、好生的具體情況,當然這同時給老師提出了巨大的挑戰。
理科思維中的一題多思,一題多變,一題多思訓練,不僅可以啟發和引導學生從不同的角度、不同的思路鍛煉學生思維的靈活性,促進學生長知識、長智慧;也是為了開闊學生的思路,引導學生靈活地掌握知識的縱橫聯系,培養和發揮學生的創造性。特別重要的是,能幫助學生充分發現已經做過的題目的深度,減輕學習負擔的同時,積極消化那些曾經一知半解的題目 從而幫助學生牢固地掌握所學的知識,尋找到解題的最佳途徑和方法,培養發散思維的能力。用這樣的思維模式來指導自己的英語學習,學生會感到更輕松,更運籌帷幄。
參考文獻:
[1]教育部.英語課程標準[M].北京師范大學出版社,2001.
[2]吳菲,仲玉英.英語教學中跨文化意識內涵分析[J].中小學英語教學與研究,2005.
[3]何仁毅.中學英語口語糾錯策略[J].中小學英語教學與研究.2007.
[4]耿萌.英語學習中理科思維的探討[J].都市家教.2013(1).