核心素養導向下高中英語讀后續寫入門教學中階梯式范例教學模式的運用研究

摘 要：新課程改革和新高考越來越關注學生思維品質的培養和發展。在新型教育教學模式下，學生的英語續寫能力受到了廣泛關注。本文主要探討在核心素養導向下，教師如何運用階梯式范例教學模式提升學生的英語讀后續寫能力。

關鍵詞：核心素養;思維品質;讀后續寫;階梯式范例教學模式

作者簡介：楊秀蓮（1981.09-），女，福建薌城人，福建省漳州市第三中學，英語教研組組長，高級教師，教育碩士，研究方向：英語教學法。

“讀后續寫”是新高考英語試卷中出現的寫作類新題型。該題型要求考生閱讀所給的材料，并根據所給段首語續寫兩段，使其成為一篇完整的短文。續寫的兩段字數要求是150詞左右，并且續寫部分必須與所給材料邏輯上銜接、情節上完整、結構上合理。讀后續寫是一種將閱讀和寫作相結合的學習方式，需要語言輸入和輸出的完美銜接。該題型與新課改所強調的思維品質的培養和發展以及讀寫素養的提升不謀而合。教師在讀后續寫入門教學中要培養和發展學生的讀后續寫思維能力和策略，應用階梯式范例教學模式可以快速而高效地幫助高中生掌握好這個既陌生又棘手的新題型。

一、思維品質與讀后續寫

《普通高中英語課程標準（2017年版）》將思維品質列為英語學科核心素養之一。英語教師應通過引導學生分析和評價語篇所承載的觀點、態度、情感和意圖等語言學習活動和實踐運用途徑，幫助學生學會觀察、比較、分析、推斷、歸納、建構、辨識、評價、創新等思維方式，增強思維的邏輯性、批判性和創新性，發展思維品質。

讀寫素養是高中學生應該具備的一種英語素養。讀后續寫題型要求考生能順著所給材料思路，根據所給材料的線索和段首句，充分發揮想象力對其后的情節進行合理預測，然后續寫出兩段內容。考生需要讀懂所有材料的字面信息，更要把握人物關系和心理變化，梳理文本脈絡和弄清主題，預測故事的發展走向等。然而現狀是很多學生在語言理解方面有困難，語言輸入和輸出之間出現斷層，無法實現“續寫”。訓練學生分析所給材料，有效培養學生的思維品質，提高學生的讀后續寫能力，是目前教師需要攻克的難題。

思維和寫作是相輔相成且互相成就的，寫作是思維的直接體現，思維是寫作能力的助推器。教師在培養和發展學生的讀后續寫能力時，需要寫作能力訓練和思維能力鍛煉雙管齊下 。學生的讀后續寫能力無法提升，很多時候不僅僅是語言水平不高，而是思維品質不行。思維品質的缺乏往往會導致續寫的語段缺乏生命力，情節的構思缺乏高度和深度，立意膚淺甚至偏離主題等。

二、階梯式范例教學模式概述

階梯式教學法是一種分層次進行目標管理的著力提高學生學習水平的方法。在高中英語讀后續寫入門教學設計中，教師一定要注意從基礎出發，階梯式遞進，從而引導學生發展思維能力。階梯式教學要求教師根據教學目標設計布置階梯式由易到難的任務。各階梯的學習目標明確，并且針對性強，既符合學生的認知發展規律，又幫助學生循序漸進地提升相應的能力。階梯式教學強調動態把握教學過程的本質和規律，使學生建構起與自身能力相應的英語認知結構，這樣有利于提高課堂教學的質量和效率。

范例教學就是向學生提供精心選擇的典型事例供學生學習。范例的選擇必須結合各階梯的教學目標和要求，在實踐中根據學生存在的問題和教學評的適時反饋不斷地調整和完善，以最佳的學習效果為標準，并且注重真實性、典型性、生活性和科學性，促進學生由“知”向“能”發展，幫助學生找到科學適用的學習方法并掌握必備的應試技巧。

三、階梯式范例教學模式應用于高中英語讀后續寫入門教學的實踐

在高中英語讀后續寫入門教學中，教師可運用階梯式范例教學模式循序漸進地培養和發展學生的寫作思維，引導學生剖析文本，理順文章脈絡，精準抓住關鍵詞，對其后的情節進行合理預測。這一階梯式學習過程是由一開始的毫無頭緒，到摸索體驗感受，再到了解、內化、掌握和提升。現將高中英語讀后續寫入門教學分為四個梯度編寫范例一一呈現如下：

階梯一：感受、體驗、嘗試—觀察—學習理解

Theme： family love; humans and themselves

It will be mother's birthday. Lily wants to give her mother a surprise. Here comes the great day.___________________________________________________________________________

Requirements： 50 words

One possible version from a student

It's at home that her mother has an unforgettable birthday. when her mother comes back home as usual， she is surprised at the change in the room. The floor has been cleaned and the dinner has been well prepared. Looking at the neat room， Lily's mother is wearing a broad smile. Suddenly， downstairs runs her daughter， who is holding a bunch of flowers in her hand， which took her daughter a week to make.

階梯二：嘗試、摸索、感悟—分析—實踐應用

Theme：man harmony with animals; humans and nature

Keeping a pet is her favorite hobby after retiring. Dick， a pet dog， is the best companion. After walking the dog， she found there was something wrong with him.___________________________________________________________________________

Requirements： 75 words

One possible version from a student

Her son gave her Dick when he was going to study abroad. Because of this dog， she doesn't feel lonely any more. Dick won't do what is not allowed. However， it's without the master's permission that Dick goes out today， which is paid attention to by her. When Dick goes out again， she decides to follow him. She sees a man standing in the park and feeding Dick. “What are you doing？ “ She said to the young man. It's surprising that it is her son， who wants to give her a surprise after he came home from abroad.

階梯三：感悟、理解、推斷—建構—實踐應用

Theme： school learning/ humans and themselves

He， who is 16 years old， is studying in a middle school. Learning is always the last thing for him to do in his daily routine. As for him， there is always something more interesting than study. He falls behind gradually and loses appetite for everything related to learning.

Nevertheless， something different happens to the boy.___________________________________________________________________________

Everyone around him just focuses on the positive side of him._________________________________________________________________________

Requirements： 50+50 words

One possible version from a student

Nevertheless， something different happens to the boy. It is his grandma's death that changes him thoroughly. The boy returned home as usual. “I'm back！ I'll go out to play basketball.”shouted the boy. Then there was a silence and no one answered. He was surprised to find that nobody was in. A ringing bell broke the silence. It was the boy's cell phone that rang. He put down the phone with tears rolling down from his cheeks. Rushing to the hospital out of breath， he managed to see his loved grandma for the last time. Gently touching his head， she repeatedly urged him to study hard and become an excellent adult in the future. Since then， the boy has been determined to study harder and take learning as the most important thing. The boy is like a different person.

Everyone around him just focuses on the positive side of him. He found interest in study and spared no effort to make more and more progress. What his grandpa said to him was quite inspiring. He tried to get rid of the bad habits that he had been addicted to. He listened to his grandma and tried his best to be a good boy. I think if his grandma saw it， she would be very happy.

階梯四：推斷、辨識、評價—創新—遷移創新

Theme：voluntary service; humans and society

Requirements： 75+75 words

通過階梯式范例教學寫作訓練，學生從片段寫作到短篇寫作，再到最后的成文寫作，由易到難地入門，持續提高讀后續寫能力。在各階梯的寫作訓練中，嘗試抓住關鍵人物和事物、情感變化、動作描寫等關鍵信息，梳理語篇脈絡，剖析語篇結構，探究并把握主題意義，從而續寫情節，慢慢地增強讀后續寫思維的邏輯性、批判性、創新性，從而做到閱讀理解輸入與寫作輸出的成功對接、語言習得與語言運用的有機融合。這種動態的注重形成性評價的階梯式范例教學模式能夠有效培養和發展學生的思維品質和讀寫素養。

總之，在核心素養導向下，將階梯式范例教學模式應用于高中英語讀后續寫入門教學中，可有效提高學生思維的深刻性、靈活性、獨創性、批判性、敏捷性和系統性。教師應重視讀后續寫教學，根據學情和教學進展調整各階梯的目標要求和教學策略，引導學生精準把握所給材料的關鍵詞，借助思維導圖梳理關鍵信息，整理故事脈絡，抓住核心人物的動作和心理變化，歸納人物之間的關鍵性互動，篩選羅列關鍵性情節，列出續寫提綱，根據要求圓滿完成續寫。

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