簡析通過“讀后續寫”命題選篇體現“立德樹人”教育觀

李俊杰

摘?要：讀后續寫作為最新一輪的高考命題改革中的新題型，可以更好地體現“立德樹人”的教育觀，發揮考試對教學的正面反撥作用。實踐證明，合理的命題選篇可以引導學生對選定語篇的主題進行深度學習，對主題意義認真探究，并在此基礎上，通過續寫的形式表達正確的世界觀、人生觀和價值觀，實現“立德樹人”的教育觀。

關鍵詞：讀后續寫;立德樹人;人與自然

讀后續寫，作為最新一輪的高考命題改革中的新題型，是高考綜合改革試驗省份高考英語試卷寫作題的第二節。它與概要寫作兩種形式在不同考次不定期交替使用。

題型說明：根據《普通高等學校招生全國統一考試英語科考試說明》對該題型的要求，試卷中提供一段350詞以內的語言材料，要求考生依據該材料內容、所給兩段的段落開頭語和所標示的關鍵詞（10個畫線詞中選取5個以上）續寫短文（150詞左右）。所續寫的內容發展與給定材料有邏輯銜接、情節合理、結構完整。《說明》中雖然沒有對試卷中所提供的這段350詞以內的語言材料的主題語境和立意有明確的要求，但其

合理的選篇卻是落實“立德樹人”教育觀的關鍵。

命題思路：首先，實施普通高中英語課程應以德育為魂，使學生最終形成正確的世界觀、人生觀和價值觀。這是《普通高中英語課程標準》中的基本理念。魂是一個人、一個民族乃至一個國家的立足之本和發展方向。德育為魂的理念體現了國家在教育方面的大智慧。作為教育一線的命題者應該在命題中體現教育的基本理念，發揮測試對教學的正面反撥作用。其次，讀后續寫的題型特點為實施“立德樹人”教育觀提供了客觀可行性。讀后續寫是一種將閱讀與寫作緊密結合的語言考查形式，旨在考查學生的綜合語言運用能力。學生需要在理解語篇的基礎上，進行創造性的寫作。學生的寫是受到其所讀的語篇內容的限制的。那么，合理的選篇就決定了學生在寫的環節中的思維的方向和角度。學生在理解語篇的過程中，獲取怎樣的信息，體驗到怎樣的情感和寫作意圖決定了續寫部分的內容與原文的契合度的高低，這是評判讀后續寫文章質量的重要標準。學生在閱讀、思考、理解和再閱讀、再思考、再創作的過程中，逐漸領會作者意圖，感同身受的情感體驗會使其浸潤在正確的世界觀、人生觀和價值觀中。因此，讀后續寫的命題選篇可以潛移默化地在學生的思維、態度和情感導向中發揮潤物細無聲的作用。

現以2019年沈陽市高一年級教學質量監測英語試卷中的讀后續寫為例簡要分析合理的命題選篇對落實“立德樹人”教育觀的重要性。

附：命題

第二節?讀后續寫（滿分25分）

閱讀下面短文，根據所給情節進行續寫，使之構成一個完整的故事。

A boy walked aimlessly in the woods many years ago in a part of America where bears used to live.One day he found a baby of a black bear. It looked like a little dog covered all over with thick brown hair. The boy caught up with it and carried it home. It was fed and brought up about the house， and soon became as tame as a dog.

Every day the boy had to go to school some way off. It was not long before the bear went with him， and it used to wander about the fields till school was over. At first the other boys were afraid of Henry's bear， but before long it became a great friend of the boys.

Many of them used to bring their dinners to school in small bags or baskets. These were hung on the wall， and during the play?hour they were taken down， and the bear was sure then to get a good share of the bread and butter， and apples and pears. Sometimes， the bear would walk up to the baskets smelling the food.

Things went on in this way for a long time， but one day the animal was nowhere to be seen. It had found its way to the woods， and did not return. Search was made for it， but without success.

Many years passed， and great changes took place in the school with a new master taking the old one's place. A new set of boys filled the seats in the old school.

One very cold winter day， while the master was out， a boy chanced to leave the door half open， and suddenly a large black bear walked into the school！

The boys were in terror. Some ran to the door， and others made for the tables. One big fellow jumped out of the window. Two or three little girls hid themselves under the desks. One brave boy seized a piece of wood， and told the girls not to be afraid， for he would protect them！

注意：

1.所續寫短文的詞數應為150詞左右;

2.至少使用5個短文中標有下劃線的關鍵詞語;

3.續寫部分分為兩段，每段的開頭語已為你寫好;

4.續寫完成后，請用下劃線標出你所使用的關鍵詞語。

Paragraph 1：

But the bear did not harm anyone.

Paragraph 2：

In the meantime， the boy who had jumped out of the window had alarmed the village.

材料選擇：這篇文章是被義務教育英語課程標準泛讀教材《常春藤英語》以The Bear in School為題，收錄在第四級上的一篇

英國教材經典篇目。從主題語境的角度來看，這是一篇有關人與自然的文章。讀者讀到故事的結尾都會對黑熊的結局感到惋惜，對“人與自然究竟如何相處”有所思考。學習英語的目的是什么？是比較文化的不同，是汲取文化的精華，是尋求文化的共同本質。由此引發對讀后續寫的選材思考：考試方向也應該是如此。英國人拿這篇文章來學習自己的母語一定有其道理。這是一個真實的故事，故事的結局是人們在射殺大熊之后才認出它是自己當年收養的老朋友。悲劇性的結局令人深思“人與動物如何和諧共處”這一深刻的問題。這就是選取這篇文章作為續寫材料的初衷。“培養什么樣的人”，這是中外教育工作者共同思考的問題。《常春藤英語》總主編聶成軍對這套系列叢書有這樣的評價：“《論語》說：‘天下之無道也久矣，天將以夫子為木鐸。’夫子的時代遠去了，但是我們依然需要木鐸不時地在我們身邊響起，提醒我們，應該通過閱讀經典來與自己的心靈對話。”希望學生們通過這次續寫，聽到地道經典的“木鐸”之聲，絕惡于未萌，起敬于微渺。

附：原文

The Bear in School

Ⅰ

A boy rambling in the woods many years ago in a part of America where bears used to live， one day found the cub of a Black Bear. It was very young， and looked like a little dog covered all over with thick brown hair.

The boy carried it home. It was fed and brought up about the house， and soon became as tame as a dog.

Every day the boy had to go to school some way off. It was not long before the bear went with him， and it used to roam about the fields till school was over.

At first the other boys were afraid of Henry's bear， but before long they became great friends.

Many of them used to bring their dinners to school in small bags or baskets. These were hung on pegs on the wall， and during the play?hour they were taken down， and the bear was sure then to get a good share of the bread and butter， and apples and pears.

Things went on in this way for a long time， but one day the animal was nowhere to be seen. It had found its way to the woods， and did not return. Search was made for it， but without success.

Ⅱ

Many years passed， in which time great changes took place in the school. The old master died and a new one took his place.

A new set of boys filled the seats in the old school?house.

One very cold wintry day， while the master was out， a boy chanced to leave the door half open， and all of a sudden a large black bear walked into the school！

The boys were in terror. Some ran to the door， and others made for the tables. One big fellow jumped out of the window. Two or three little girls hid themselves under the desks. But one brave boy seized a piece of wood， and told the girls not to be afraid， for he would protect them！

But the bear did not harm anyone. It walked up quietly to the fire， and warmed itself. It seemed to be very much at home， and to feel very glad to get into such warm quarters.

It sat by the fire for a short time， and then walked up to the wall where the dinner baskets of the students were hanging.

Standing on its back feet， it put its paw into the baskets， and helped itself to the bread and fruit， and other good things in them！ It then quietly walked out of the school by the way it had walked in.

In the meantime， the boy who had jumped out of the window had alarmed the village.

A number of young men started with their guns to shoot the bear. As its track was very plain in the snow， they soon came up with it， and killed it.

Then it was that they found， by certain marks upon its skin， that the poor bear was no enemy but the old friend of their own schooldays！ Great was the sorrow felt for its death. （520 words）

材料分析：（見下圖及文字說明）

故事是以很多年前美國的一片森林為背景的。一個叫Henry的男孩在森林里漫步時發現一只黑熊的幼崽。小熊崽渾身棕色的毛，很像小狗崽。于是男孩追上它，把它抱回家養了起來。這是故事的起因。小熊崽在他的精心飼養下漸漸地長大，開始了它與人類的社交生活。Henry開始把熊帶到學校。Henry的朋友們起初害怕熊（這是人類對熊的一般認知）。不久，他們就把熊當成了自己的好朋友。Henry和他的朋友們對熊的認知從害怕（一般認知）到喜歡（對具體的熊的認知）。這只熊經歷了一段美好的與人類的社交生活：和主人一起上學，在課間與人類朋友一起分享午餐……直到有一天，這只成年的熊的本性被喚醒，它離開了它的人類朋友，回到了森林中去。故事因Henry和他的朋友沒有找到失蹤的熊朋友而暫告一段落。學校里的學生畢業了一批，又來了一批，校長也換了新人。一天，學生們正在上課，一只熊從意外開著的校門進到了校舍里。學生們嚇壞了，可是熊并沒有要傷害他們的意思。給定的材料到這里結束，把故事情節推向了高潮。在孩子們驚慌失措的時候，一個高個男孩跳窗求助。這個細節描寫給后面故事的發展留下了伏筆。學生如何理解給定材料中人和熊對彼此認知的不同是完成續寫任務的關鍵。（返校的熊對人類的認知是從“具體”它的親身經歷到“一般”對所有人的認知;而如今在校的人類對熊的認知是從“一般”對熊的害怕到“具體”對眼前的這只熊的反應。）人與自然如何相處？熊的命運如何？這些都掌握在學生們的手中。

學生作答情況分析：

2019年沈陽市高一年級教學質量監測英語試卷中的這篇讀后續寫的難度指數從下圖可見。對學生來說，本題難度很大。

難度主要體現在兩個方面：

1.對給定材料的閱讀理解難。對材料中人和熊的情感線索和人與熊對彼此的認知不同的正確理解決定了續寫部分的合理性。

2.語言表達質量的高低影響學生想象力和創新能力的發揮。但是，從閱卷反饋的信息來看，絕大多數學生能夠讀懂給定材料，搞清人和熊之間的情感關系，更難能可貴的是給出了Henry認出了熊而沒有殺死熊的幸福結局。在對沈陽市某高中一年級706人的調查中，有526人是以人與熊的相認來結束故事的。這個數據表明：

立德樹人的命題初衷實現了。孩子們都不忍心大熊被殺死，都希望人與自然和諧共處。

附：學生習作

But the bear did not harm anyone. It just walked slowly in the school. It seemed that it was looking for something. Then， it stopped in front of the wall that students put their dinners on. All the students were afraid of the big bear but they were also curious. “Is it hungry？”one boy asked. “Maybe it is just hungry and wants our dinner，” a girl who was hiding under the desk answered in a low voice. Hearing that， the brave boy decided to give the bear some food. The bear seemed very happy and ate it up. All the children felt relaxed and started feeding the bear one by one.

In the meantime， the boy who had jumped out of the window had alarmed the village. He shouted in the street，“Help！ There is a bear in our school. Help！” So many people heard that and followed the boy to his school. Everyone seemed nervous and scared. However， a person was not afraid at all. He was the boy who had found the bear in the woods. He shouted， “Don't worry. It may be my bear and it is friendly. It won't hurt the children. Just like what he said， the students were playing with the bear happily. Everyone felt relaxed and the man was really happy to find his old great friend again.

語言的學習是對主題的探索與探究。讀懂給定的材料并且成功地完成續寫是對學生認知能力的一種考查。學生的認知能力有多強，他對所認知的主題的探索與探究就有多深。這些認知會內化成一種修養，影響人的一生。合理的命題選篇讓命題者看到了“凈世暖心，養性滋仁”的溫馨結局，落實了“立德樹人”的教育觀。蘇霍姆林斯基在《給教師的建議》中指出：“認知本身是一種最令人驚訝、驚異和感到神奇的過程，能激起高昂而持久的興趣。”選取內容積極健康、向上向善的語言材料，利用讀后續寫這種考查語言運用的主觀題型對學生進行有條理地訓練，可以不斷地讓學生對學習產生興趣，從而在不斷的學習中形成正確的世界觀、人生觀和價值觀。

參考文獻

[1]蘇霍姆林斯基. 給教師的建議[M].武漢：長江文藝出版社，2014.

[2]聶成軍. 常春藤英語?四級·上[M]. 北京：中國人民大學出版社，2014.