基于KWL閱讀模式，提升學生思維品質
——以繪本Mrs Pig has babies為例

南京師范大學附屬小學 顧 潔

一、引言

《義務教育英語課程標準（2011年版）》指出，英語課程承擔著培養學生基本語言素養和發展學生思維能力的任務。可見，小學英語課堂教學不僅要提升學生的綜合語言運用能力，還要培養學生的思維品質。但在目前的小學英語閱讀教學中，部分教師對文本的解讀還是停留在淺層的理解上，依托幾個練習或者幾個問題引導學生學習文本，學生一次次疲于應付教師布置的各項練習，一味地查找、捕捉浮于文字表面的信息，缺乏愉悅的閱讀體驗與思考，這樣的閱讀教學漸漸使得學生的思維能力和語言能力的發展受限，最終也導致閱讀教學的意義大打折扣。

本文將介紹美國學者Donna Ogle提出的KWL模式在閱讀教學中的實施過程，并結合繪本Mrs Pig has babies閱讀教學的設計與實施，探討如何運用KWL模式設計閱讀教學活動，從而培養學生主動思維，提升思維品質。

二、KWL模式的基本步驟

KWL 是美國學者Donna Ogle 于1986年提出的一種指導閱讀的策略。最初引入課堂時用于在閱讀之前激活背景知識的理解策略，它完全是以學生為中心構建的。KWL表格是美國中小學教學里最常用的一種表格，它能有效幫助學生設定清晰的學習目標，建立相關背景知識，并能幫助其整理、組織和記憶信息。

KWL 模式中，K即Know（What I know），是讀者已經具備的背景知識； W即What（What I want to know），是讀者渴望通過閱讀獲取的新知識；L是Learned（What I have learned），是讀者在閱讀材料后總結自己學到的新知識。KWL表既關注學生已有的知識和經驗，又關注學生將要學的知識，最后又有對自我學習過程的評價。在整個過程中，對學生思維也提出了較高的要求，從最開始的通過回憶相關知識，激活思維，到自主提問，活化思維，再到自主總結歸納，深化思維。

三、KWL模式在閱讀教學中的實踐與思考

筆者以繪本Mrs Pig has babies為例，介紹如何運用KWL模式落實學生思維能力的培養。

1.K環節——自主表達，培養思維的自主性

T：Boys and girls, look at the cover, what do you know about this story?

（進入故事前，引導學生看繪本封面）

S1：Mrs Pig has babies.

T: Yes, that’s the name of this picture book.

S2: Mrs Pig is pregnant.

S3: Mrs Pig is eating an apple.

T: Yes, an apple a day can keep the doctor away,especially for Mrs Pig, she’s pregnant.

S4: Mrs Pig and Mr Pig are talking about their babies now.

Mr Pig wants the black babies, Mrs Pig wants the white babies.

T: Wow, cool!

（基于學生回答，將學生已知的信息寫在K欄中，見表1）

表1

2.W環節——自主提問，培養思維的靈活性

T：You know something about the story from the cover, today we’ll read this interesting storybook.

Before you read it, do you have any questions about the story?

Can you try to ask questions?

S1: How many babies do they have?S2: What colour are they?

S3: What are the babies’ names?

S4: How do Mrs Pig and Mr Pig feel after the babies were born?

T: These are the very good questions. And they are the main questions about the story too.

(基于學生提問，將學生想要了解的信息寫在W欄中, 見表2）

表2

3. L環節——自主閱讀，培養思維的獨特性

T: You can ask some good questions about this new story, that’s wonderful. With the questions on the blackboard, please read the story quickly and use 2～3 sentences to generalize the story.

S1: Mrs Pig is pregnant. One day, she feels labor pains. Mr Pig drives her to the hospital.

T: Wait! Please generalize the story by 2～3 sentences, you needn’t read some sentences.

S2: Mrs Pig has white babies, black babies and spotted babies.

T: That’s good! But why does she have spotted babies? Can you say one more sentence?

S2: Mrs Pig has white babies, black babies and spotted babies, because of the gene.

T: Good! Now remember the questions here, and try to answer them by reading the story carefully. While you are reading, you can underline the key sentences directly.

Ss: Read, underline and think.

T: Look at your questions, let’s answer them. The first one, how many babies do they have?

S1: They have twelve babies.

T: What colour are they?

S2: They are white, black and black and white.

T: Yes, we call “ spotted pigs”. Let’s know the babies in detail. How many white pigs are there? How many black pigs are there? How many spotted pigs are there?

S3: There are three black pigs, four white pigs and five spotted pigs.

T: What are the babies’ names?

S4: We don’t know.

T: How do Mrs Pig and Mr Pig feel after the babies were born?

S5: Of course, both of them are excited and happy.And Mr Pig is also proud.

T: How do you know that?

表3

S6: He knows the gene. He thinks gene is very magical!

（將閱讀之后找到的信息寫在L欄中, 見表3）

T：Well done! You asked questions before and now you have already found the answer.

What have you learned from the story?

S1: I know something about the gene.

It’s magical.

S2: I know gene controls our looks.

S3: I like this storybook, I like the story, and I can learn something from it.

在L環節，除了解決之前學生自主提出的問題，教師還繼續引導學生思考：你從繪本中學到了什么？這使得閱讀教學不僅僅局限于理解繪本內容，更多的是突出學習主體主動參與的特點，特別是培養學生獨立的閱讀和思維能力。

KWL表也可以根據學生的能力和具體的教學情況發展成多種模式，如：KWHL（What I know,What I want to know, How we will find out, What I have learned）, KWLS（What I know, What I want to know,What I have learned, Share what I have learned），KWLM （What I know, What I want to know, What I have learned, What I want to know more）等，都是在KWL認知策略中加上一個項，統稱“KWL Plus模式”。

在Mrs Pig has babies繪本學完之后，筆者又增加了“M項”，即“What do you want to learn more? ”。

S1: I want to know more about gene. So I’ll surf the Internet.

S2: Parents pass on their genes to their children.But in fact, my parents both have big eyes, but I have small eyes, I don’t understand why. So I want to learn more about gene.

通過M項，可以清楚地看到學生思維的深刻性，他們想要在課后查閱資料，對基因再進行深入了解，由此可以看出他們已經成為主動獲取知識的探索者，成為學習活動的真正主體。

思維是閱讀的核心與主體，貫穿于閱讀過程的始終。在小學英語繪本閱讀教學中，教師通過KWL模式幫助學生激活已有知識儲備，明確自身學習目標，引發學生積極、主動思維，學會總結歸納所學，并將在課后繼續探究自己感興趣的且想要和同伴們分享的知識。

需要注意的是，對KWL表的認識和運用，教師不能僅僅停留在這種可視表格的形式上，而應該注重“學生為主”教育觀念的體現與實踐，它是追隨兒童學習的有力助推，鼓勵兒童在閱讀過程中自主發現、自主探究和自主成長。