小學(xué)英語故事教學(xué)問題分析與策略探尋

○張愛霞

《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》明確闡述了故事教學(xué)關(guān)于學(xué)生在聽、說、讀、寫、玩演視聽方面的語言技能要求。不同版本的小學(xué)英語教材都設(shè)置了故事教學(xué)板塊，但有些教師對故事教學(xué)定位不準(zhǔn)，缺乏必要的教學(xué)策略，導(dǎo)致小學(xué)英語故事教學(xué)問題重重。本文結(jié)合具體課例，對故事教學(xué)中的常見問題進行梳理，并提出相應(yīng)的解決策略。

【教學(xué)回放】

教學(xué)內(nèi)容：Billy Bee故事教學(xué)，課件呈現(xiàn)第三張圖片。

T: Boys and girls，Please look at the picture 3. Benny Bee and Billy Bee are talking.What are they talking？

Ss: How far is it？It’s about 20 kilometres.

T: How far“多 遠(yuǎn)”. For example. How far is it from Beijing to Shijiazhuang？It’s 278 kilometres. Read after me!

Ss: How far is it from Beijing to Shijiazhuang？It’s 278 kilometres.

...

【診斷分析】

在小學(xué)英語故事教學(xué)中，故事作為重要載體，為學(xué)生學(xué)習(xí)語言知識、提升語言技能提供了內(nèi)容和情境。我們要充分利用故事圖文并茂、富含情境、語言重復(fù)性高等特點，開展與故事相關(guān)的教學(xué)活動，促進學(xué)生語言能力、思維能力等多種素養(yǎng)協(xié)同發(fā)展。但在實施教學(xué)過程中，由于教師對其內(nèi)涵及原則把握程度不同，實施效果也不盡相同。本節(jié)課，教師就上成了復(fù)習(xí)課，挖出本單元重點句型“How far is it？It is…”來講解，導(dǎo)致失去了故事教學(xué)本身的意義，更不能激發(fā)學(xué)生的閱讀興趣。

【教學(xué)重構(gòu)】

T: Boys and girls，first，Let’s listen to the story and answer the questions. How many bees？Who are they？

S: Three bees.They are Benny bee，Billy bee and the queen bee.

T: Please look at the picture 3. Listen，what are they talking？Can you imitate it？

S1: How far is it？

S2: It’s about twenty kilometers.

...

T：Good! Next time choose your favourite character and act it out.

教學(xué)Billy Bee時，我們可以把語言知識放在聽故事、讀故事、演故事以及相關(guān)的活動中。學(xué)生認(rèn)真聽故事，回答問題How many bees？Who are they？初步了解故事大意；學(xué)生讀故事進行圖片環(huán)游模仿Billy Bee 和Benny Bee 對話的語音語調(diào)，培養(yǎng)英語語感；Act out the story 更是讓學(xué)生學(xué)會把握故事的主線，結(jié)合自身肢體語言呈現(xiàn)自己對故事的理解。

【教學(xué)回放】

教學(xué)內(nèi)容：閱讀欣賞The Dog and the Bone

T: Today，we’ll learn the storyThe Dog and the Bone. Look at the pictures. Where was the dog？

S1: The dog was taking a walk in the city park.

T: What was the dog see？

S1: He saw a bone in the grass.

T: Look at the picture 2. What was the dog thinking？

S2: The dog thought he didn’t want any help.

T: Why？

S2: Because he didn’t want his friends to eat any of the bone.

...

【診斷分析】

上述教學(xué)片段，教師不能將故事的設(shè)疑、語言、圖片創(chuàng)設(shè)于文本學(xué)習(xí)的大情境中，忽視圖片的觀察和引導(dǎo)，忽視問題的啟發(fā)性，淺層次提問諸如“Where was the dog？What was the dog doing？”較多，就句子講句子，不利于學(xué)生思維技能的提升，無法達成大情境下的設(shè)疑感知、語言感知和圖片感知，導(dǎo)致學(xué)生語言輸入出現(xiàn)了問題。

【教學(xué)重構(gòu)】

T: Hello，boys and girls. Today I want to introduce my pet to you. Listen，what animal is it？

S: It’s a dog!

T: Oh，my dog is barking! What happened？Well，he saw a bone. He ran to the bone. What a lovely dog! Today I will share you a story about the dog and the bone.

T: Boys and girls，from this part，we can see: Where was the dog？What was the dog doing？

S1: He was in the city park. He was taking a walk.

T: What did the dog see in the grass？

S2: He saw a bone.

T: Let’s guess! What did the dog do？

S3: He would share the bone to his friend.

T: Maybe.So we choose A. Oh，no! He hid the bone. Let’s see what happened!

T:The bone was very heavy，but the dog didn’t want any help. Why？

S4:Because he didn’t want his friends to eat any of the bones.

T:You can imitate like this.“I can carry the bone to the forest! It is far from the park. My friends can’t find me there.”

教師在故事教學(xué)中提供視覺、動作和聲音的支持，讓學(xué)生自己去解碼、發(fā)現(xiàn)和構(gòu)建語言的意義；在學(xué)生對故事充分感知的基礎(chǔ)上，教師引導(dǎo)學(xué)生進行預(yù)測、假設(shè)、推斷等思維活動，學(xué)生思維技能得到了鍛煉。通過情景化的圖片和惟妙惟肖的語言“Give me your bone! ”he barked at the dog in the water. 學(xué)生積極進行角色體驗和模仿，為語言的輸出——講故事、演故事、續(xù)編故事做好充足的準(zhǔn)備。

【教學(xué)回放】

教學(xué)內(nèi)容：閱讀欣賞Three Little Pigs

T: Look at the first picture. There were three little pigs. Another one，Who was she？

S1: Maybe she was their mother，their sister. And grandmother maybe.

T: What were they doing？

S2: They were saying goodbye.

T: Read picture 2～4 with questions.What can we see？What were they doing？

S3: We can see three little pigs building their houses.

…

【診斷分析】

圖片環(huán)游作為故事教學(xué)中重要的策略，是教師和學(xué)生共同閱讀故事合作建構(gòu)意義的過程。在這個過程中，教師將文本故事演繹成生活故事，以問題為引導(dǎo)，通過主題圖啟發(fā)學(xué)生主動觀察、預(yù)測思考，分享個人經(jīng)驗。在不斷推測和閱讀中發(fā)現(xiàn)問題、分析問題和解決問題，以此來培養(yǎng)學(xué)生的批判性思維。圖片環(huán)游的教學(xué)方式與傳統(tǒng)的語言知識和閱讀理解教學(xué)完全不同。上述教學(xué)片段中，教師只停留在圖片環(huán)游觀察的表面，僅僅是限于提問以who/where/when/what 引導(dǎo)的問題，而不能上升到“why？Why do you think so？”這些批判性的問題上，使學(xué)生停留在淺層閱讀的水平。

【教學(xué)重構(gòu)】

T：Now Let’s read the text and fill in the blanks. What did the little pig build the house with？How long did the little pig build the house？What was the result？

S1: The first little pig used hay to build his house. It took him one day.

S2: The second little pig used wood(木材)to build his house.It took him three days.

S3:The third little pig used stones to build the house. It took him three months.

T: These three houses，which one do you like？why？You can think about it.

…

教師要求學(xué)生根據(jù)有限的圖片信息進行觀察分析和預(yù)測，引導(dǎo)學(xué)生在分析問題和解決問題的過程中展開閱讀，應(yīng)用閱讀技巧和策略提升閱讀能力。

小學(xué)英語故事教學(xué)，教師要充分利用教材資源，精準(zhǔn)定位學(xué)習(xí)目標(biāo)，運用激發(fā)興趣、充分感知、適度拓展的教學(xué)機制，即在問題激趣、活動激趣、情感激趣基礎(chǔ)上，適時運用情景感知、圖片感知、語言感知讓學(xué)生充分感知故事，以達成故事教學(xué)的思維拓展、文化拓展和生活拓展，從而提升學(xué)生的閱讀核心素養(yǎng)。