基于英語(yǔ)學(xué)科核心素養(yǎng)培養(yǎng)的高三情景設(shè)計(jì)教學(xué)

2016 年 9 月 13 日上午，《中國(guó)學(xué)生發(fā)展核心素養(yǎng)》正式發(fā)布。中國(guó)學(xué)生發(fā)展核心素養(yǎng)以培養(yǎng) “全面發(fā)展的人”為核心。學(xué)生核心素養(yǎng)的培養(yǎng)主要通過(guò)基礎(chǔ)教育階段各學(xué)科的教育教學(xué)來(lái)實(shí)現(xiàn)。因此，基礎(chǔ)教育階段各學(xué)科的課程都要為發(fā)展學(xué)生核心素養(yǎng)服務(wù)，都要結(jié)合學(xué)科特點(diǎn)幫助學(xué)生形成必備品格和關(guān)鍵能力。

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》（征求意見(jiàn)稿）將英語(yǔ)學(xué)科核心素養(yǎng)定義為：“學(xué)生在接受相應(yīng)學(xué)段英語(yǔ)課程教育的過(guò)程中，逐步形成和提升的適應(yīng)個(gè)人終身發(fā)展和社會(huì)發(fā)展需要的必備品格和關(guān)鍵能力，綜合表現(xiàn)為四大素養(yǎng)，由語(yǔ)言能力、文化品格、思維品質(zhì)和學(xué)習(xí)能力組成?！?/p>

“如何培養(yǎng)”英語(yǔ)學(xué)科核心素養(yǎng)是我們一線英語(yǔ)教師如何使核心素養(yǎng)落地生根的問(wèn)題。成尚榮指出：“只有將上位的核心素養(yǎng)與學(xué)科核心素養(yǎng)結(jié)合在一起，并真正貫穿在整個(gè)教學(xué)過(guò)程的時(shí)候，核心素養(yǎng)才能落到實(shí)處，才能走進(jìn)學(xué)生的素養(yǎng)結(jié)構(gòu)，成為學(xué)生的素養(yǎng)”。柳夕浪認(rèn)為，教學(xué)中那些保留現(xiàn)實(shí)生活本來(lái)具有的豐富性的情境設(shè)計(jì)才能真正培養(yǎng)出學(xué)生的實(shí)際能力與品格。柳夕浪、張珊珊進(jìn)一步提出，由于素養(yǎng)是在人與情境的互動(dòng)中生成的，故情境設(shè)計(jì)是培養(yǎng)核心素養(yǎng)的必然選擇，提倡體驗(yàn)學(xué)習(xí)，并將“以素養(yǎng)發(fā)展為導(dǎo)向的教學(xué)”稱(chēng)為“素養(yǎng)教學(xué)”。

高三一輪復(fù)習(xí)就是要夯實(shí)基礎(chǔ)，提高能力。這就要求老師帶著學(xué)生梳理課本中的英語(yǔ)詞匯，短語(yǔ)和句型，在這個(gè)過(guò)程我們的傳統(tǒng)辦法是教師講解，然后學(xué)生背誦，最后教師聽(tīng)寫(xiě)檢測(cè)。但是根據(jù)布魯姆的認(rèn)知理論：remembering→understanding→applying→analyzing→evaluating→creating，可以看出，傳統(tǒng)的教法是低層次的教學(xué)活動(dòng)，等到考試時(shí)，學(xué)生根本不會(huì)真正理解并運(yùn)用這些知識(shí)，原因就在于教師的教學(xué)脫離了具體的情境，只能成為無(wú)本之木，無(wú)源之水。

去年12月1日我校對(duì)外開(kāi)設(shè)大型公開(kāi)課，我聽(tīng)了幾節(jié)同題異構(gòu)的高三素養(yǎng)教學(xué)課，即情境設(shè)計(jì)課。

在復(fù)習(xí)Module1 Unit3重點(diǎn)詞匯ashamed，failure，embarrassed 時(shí)，上課的程老師設(shè)計(jì)了對(duì)話情境練習(xí)：

如：Exercises（Dialogue）：Fill in blanks with correct forms：

A： —It is a ______ that you were unable to attend the ball.

You might think it an ______________ to be late on this important occasion but engine __________ was not a predictable factor that you were to be __________ of. Anyone who ____________ you also put himself in an _____________ situation.

B： —Actually， I _____ to attend the ball because I felt _____________ at being the center of attention for my figure. I know it is not _________ the way we look， but it cant be helped. I may _____ you this time， but I decide to work out with you to stay in shape.

在復(fù)習(xí)Module1 Unit3重點(diǎn)短語(yǔ)be ashamed of sth，get into shape，work out，go on a diet，end in failure，recover from sth，prepare sb for sth，in no time時(shí)，胡老師設(shè)計(jì)了在語(yǔ)篇中替換短語(yǔ)的試題Replace some expressions with the phrases if possible.Ann felt uncomfortable about her figure， so she ate less every day. But it did not have desired effects， instead， lack of nutrient made her feel uncomfortable. After getting well again，she accepted doctors advice. Then she planned a new way of keeping fit. By following a diet， she found herself ready for doing exercise. She trained her body by physical exercise， and things developed in a successful way. She believed that a large amount of exercise would make her become physically fit soon， and she would feel good as she was.

在復(fù)習(xí)Module1 Unit3重點(diǎn)句型時(shí)，陳老師先引用教材原句N(xiāo)o matter what she does， her efforts to lose weight always end in failure.（P45）然后設(shè)計(jì)了Paraphrase：

_________ she does， her efforts to lose weight always end in failure.

She does ______________ _____ she can to lose weight， but her efforts end in failure.

She does __________ she can to lose weight， but her efforts end in failure.

最后，Write a short passage with no more than 80 words about some teenagers unhealthy lifestyles and recommendations for them with as many words reviewed as possible.

Tips：

Do they have any chance of taking weight-loss pills for a slim figure？

How do they arrange their diets？

Are there any recommendations for them？

Expressions and sentence patterns for reference

ashamed， embarrassed， failure， figure， contain， count；

be ashamed of， be embarrassed about， stay in shape， work out， go on a diet， in the long term， end in failure， recover from， a good amount of， prepare sb for sth， follow the suggestions， in no time.

在設(shè)計(jì)語(yǔ)言知識(shí)訓(xùn)練課時(shí)，教師應(yīng)該努力尋找或挖掘符合學(xué)生最近發(fā)展區(qū)的材料或話題，圍繞某一個(gè)核心語(yǔ)境，從單元的高度進(jìn)行教學(xué)設(shè)計(jì)，堅(jiān)持詞不離句、句不離文的原則，把語(yǔ)言知識(shí)放到典型的語(yǔ)境之中講解，這既有利于學(xué)生在英語(yǔ)語(yǔ)言實(shí)踐中正確運(yùn)用所學(xué)語(yǔ)言知識(shí)，又有利于他們養(yǎng)成用英語(yǔ)思維的習(xí)慣。

參考文獻(xiàn)：

[1]程曉堂，趙思奇.英語(yǔ)學(xué)科核心素養(yǎng)的實(shí)質(zhì)內(nèi)涵[J].課程·教材·教法，2016（5）.

[2]程曉堂.英語(yǔ)學(xué)科核心素養(yǎng)及其測(cè)評(píng)[J].中國(guó)考試，2017（5）.

【作者簡(jiǎn)介】何良東，江蘇省盱眙中學(xué)。