基于英語核心素養(yǎng)的英語說明文教學(xué)

楊翠芝　陳俊虎

《教育部關(guān)于全面深化課程改革，落實(shí)立德樹人根本任務(wù)的意見》提出了核心素養(yǎng)這一重要理念，指出研制與構(gòu)建學(xué)生核心素養(yǎng)體系是推進(jìn)課程改革深化發(fā)展的關(guān)鍵環(huán)節(jié)。《高中英語課程標(biāo)準(zhǔn)》（待頒布）將英語學(xué)科核心素養(yǎng)歸納為語言能力、文化品格、思維品質(zhì)和學(xué)習(xí)能力四個(gè)方面。

筆者本人一直關(guān)注學(xué)生思維品質(zhì)的訓(xùn)練和學(xué)習(xí)能力的培養(yǎng)，以此為目標(biāo)設(shè)計(jì)說明文、議論文、記敘文、應(yīng)用文等教學(xué)課例，以此來實(shí)現(xiàn)育人的目標(biāo)。

下面是以D（2013海淀二模）說明文（這是一篇典型的說理說明文）為例，談?wù)勎沂窃鯓羽B(yǎng)成學(xué)生的英語思維模式，培養(yǎng)學(xué)生的學(xué)習(xí)能力的。具體過程見下文每一步的設(shè)計(jì)目的。

D（2013海淀二模—說明文）

Online shoppers would rather receive an offer for a product or service than make their own offer， according to a study led by a Michigan State University scholar that has implications for the fast-growing e-commerce industry. The findings may come as a surprise given that shopping online is an anonymous （匿名的） process that seemingly can give consumers more confidence to drive a hard bargain， said Don Conlon， Professor of Management in MSUs Broad College of Business.

But the study found that participants who made their own offers were less successful in sealing the deal and， when they were successful， worried they overpaid. Many shoppers found the process of researching an offer to be a hassle. “Americans are very busy， and its less time-consuming to be the one receiving the offer rather than the one proposing the offer，” Conlon said. “People tend to be happier when theyre in the receiver role.”

Online spending in the United States is expected to jump 45 percent in the next four years， from $226 billion this year to $327 billion in 2017， according to Forrester Research Inc. Nevertheless， researches into this prosperous market remain largely focused on the strategies of companies， rather than those of shoppers. Conlons study is， obviously， a rare exception.

Conlon got the idea for the study after considering the difference between two popular sites for hotels and airline flights， priceline.com， which takes bids， and hotwire.com， which provides offers. Using these two models， Conlon and his fellow researchers conducted a series of experiments with more than 850 people who were charged with booking a fictional hotel room and acquiring a fictional antique car. Not only did participants prefer to receive bids， Conlon said， but they also secured more deals in that receiver role. Further， when they had to make the bids， they were left more mentally taxed and regretful.

From an industry perspective， putting customers in the receiver role may help fill more hotel rooms and airplane seats. “If you're a business with a lot of product，” Conlon said， “you may want to be the one making the offers.” However， when selling single items， such as an antique car， accepting bids may be a better option since that typically drives up the price， he said.

1.Work out the main idea of each paragraph：

Para 1______________________

Para 2______________________

Para 3______________________

Para 4_______________________

Para 5_______________________

（設(shè)計(jì)目的：這一步驟主要是培養(yǎng)學(xué)生歸納主旨能力，同時(shí)，體會的段際間的橫向關(guān)聯(lián)：段際連貫思維方式和段際橫向話題語義延展方式，從而培養(yǎng)學(xué)生對該體裁的心理預(yù)期并建立語篇信息框架意識。）

2.Whats the main idea of the whole passage？ Who is the passage intended for？

（設(shè)計(jì)目的：有了第一部分的鋪墊，再一次讓學(xué)生整體研究文章，著重關(guān)注首段和尾段的作用，提煉篇章結(jié)構(gòu)，從而在做閱讀理解時(shí)定位宏觀信息---主旨要義、宏觀結(jié)構(gòu)、觀點(diǎn)意圖、情感傾向以及整體結(jié)構(gòu)、主要內(nèi)容的相關(guān)信息，培養(yǎng)學(xué)生深度思考的意識。）

3.Whats the relationship between Para 2 and Para 4？ And what is the functions of them ？

（設(shè)計(jì)目的：此環(huán)節(jié)主要為定位中觀信息和微觀信息做鋪墊。讓學(xué)生關(guān)注這幾段之間的關(guān)系和首段、尾段之間的關(guān)系。這幾段屬于同級、橫向的線性話題，圍繞語篇核心話題呈現(xiàn)的不同的延展方式。所以， 此階段可以很好地定位中觀信息和微觀信息。）

4.Whats the function of Para 3？

（設(shè)計(jì)目的：培養(yǎng)學(xué)生思維意識）

5.What is the function of the last Para graph？

（設(shè)計(jì)目的：培養(yǎng)學(xué)生思維意識）

6.What kind of type of article？ Narrative？ Argumentation？ Exposition ？ Practical writing？

（設(shè)計(jì)目的： 明確體裁， 掌握體裁特征，為以后同類體裁的閱讀提供心理預(yù)期和說明文寫作埋下伏筆。）

7.What is the feature/ structure of it？

（設(shè)計(jì)目的：培養(yǎng)學(xué)生深度思考習(xí)慣，真正達(dá)到訓(xùn)練思維目的。）

8.What does the “seal the deal” in Para. 2， in Line 1-2？ And what about “hassle” in Line 3？

（設(shè)計(jì)目的：訓(xùn)練根據(jù)語境猜測詞義能力。題目設(shè)置問題聚焦第二自然段的核心話題，所以詞的意思不難猜出。）

9.Five important phrases you have to understand “receive an offer”， “make an offer”， “take bids” ”take an offer” “propose the offer”（設(shè)計(jì)目的：同上）

編后語：

英語思維模為語篇信息提供了心理基礎(chǔ)。英語民族和漢民族思維的主要差異為：“英美民族偏好抽象思維，漢民族擅長形象思維；英美民族偏好分析思維，漢民族偏重綜合思維；英美民族偏好直線思維，漢民族重視辯證思維，漢民族習(xí)慣于曲線思維；英美民族注重于“對立式”思維，漢民族強(qiáng)調(diào) ‘統(tǒng)一式思維”；英美民族的思維屬于主體中心思維，漢民族的思維是一種主客體融合思維。“以英語為主要語言的西方國家和漢語國家人們的寫作方式分別為直線和螺旋型”.