以讀促寫 以寫促學
——基于互動協同理論的讀后續寫課堂教學探究

文/傅 艷

注重培養學科關鍵能力，培養學生的核心素養是我們不斷探索和努力的方向[1]。讀后續寫就是讓學生閱讀一篇被抹去結尾的讀物，在理解原文的基礎上續寫，補全內容。學生要完成續寫，就要先理解原文，根據原文提供的情境模式和語言樣板，模仿前文的語言進行續寫。讀后續寫的理論基礎來自互動協同模型，它的促學效果也主要體現在互動協同的特征上。讀后續寫能將語言輸入與語言輸出相結合，既能使學習者模仿前文，又能激發學習者進行內容創造，是提高英語教學質量的一種有效途徑[2]。人們在閱讀時與作品和作者互動，續寫時產出與閱讀理解互動，促使作文與讀物協同，產生拉平效應。互動強度越大，拉平效應就越強，學習效果也就越好[3]。因此，協同效應等同于拉平效應，兩者均等同于學習效應，高效促學就是在外部輸入配合下，產出與理解的協同效應最大化。

然而，如何上好讀后續寫課一直是師生們都比較頭疼的事情，如何讓學生在有限的時間里讀懂課文，理清思路，從而能夠高效續寫是教師一直在探索的課題。讀后續寫到底要讀的是什么，要如何根據文本所給信息進行有效續寫？文章就讀后續寫課堂教學實踐進行反思，就讀后續寫中對學生文本閱讀的指導提出一些粗淺的看法。

一、讀后續寫要讀懂人物之間的關系

筆者認為，讀后續寫讀的是故事情節，是主要人物和次要人物之間的故事。教師在日常的練習中可以引導學生在閱讀的過程中以主要人物為主線，來簡略闡述故事，理清故事脈絡。以下面讀后續寫為例：

Mark Mancuso's phone rang. He looked at it. It was a calendar alert, telling him it was his mother's birthday. His mother Amelia lived 200 miles away, a bit of a drive, but Mark had driven further for a lunch with a friend. He just couldn' t stand his mother' s complaints. Then he fourd a florist (花店) and he smiled. There was the way out!

Entering the florist, Mark smiled broadly. "Can you arrange to have flowers delivered in Syracuse, N.Y.? It's my mother's 65th birthday and I wanted to send her some flowers,” Mark explained. The florist said, “Of course,I just need your mother's name and address, and I guess you want to send a note, a birthday message?”“Yes,” said Mark, and he quickly recited his mother's name and address and then added, “Please write: Happy birthday to the best mom in the world, love you and miss you. Your son, Mark.” Mark was walking out with a feeling of accomplishment when he saw a girl sitting on the corner with tears running down her face. Mark squatted down (蹲下來) next to her and asked, “Hey dear, are you OK?”“I'm Mandy and I wanted a rose for my mom.” the girl wept.“But I don' t have enough money! The flower lady said I could only buy a daisy, but my mom loves red roses.”“You just wait here,” Mark said, and then he walked back into the florist and bought a lovely red rose for Mandy.“Here you go,” he said, placing the rose in her hands.

Mandy took the rose in her hands, smiled up at Mark and said “Thank you! But could you take me to my mom?It' s not far but I' m not supposed to go on my own.”

Mark nodded. Mandy took his hand and walked with him down the street. After a while, Mandy turned right and Mark was surprised to see that they were standing by the gates of a cemetery.

續寫：Paragragh 1: The girl gently placed the rose on a grave (墓碑).

Paragragh 2: Mark felt tears well in his eyes.

這篇故事比較簡單，學生也能看懂大概意思。但是當學生開始續寫時就出現了各種問題：在第一段續寫中，小女孩在她母親墳墓前與Mark 的一番交談，勸告Mark 要在自己母親在世時珍惜與母親的相處時光讓Mark 內心有所感觸，從而改變了Mark。這樣的續寫就體現出學生根本沒有讀懂故事中作為配角的小女孩與主角Mark 之間的人物關系以及她在Mark 的思想轉變中所起的作用，因此，他們的“續”就無法做到合情合理。教師此時應該引導學生發現，小女孩與Mark 的關系僅僅是陌生人之間一次無意的幫助而產生的關系，真正能打動Mark 的應該是小女孩對母親的愛及思念。

在理清人物關系之后，教師可以引導學生梳理故事情節。要想讓學生從根本上讀懂文章，把握文章脈絡，教師可以從兩個方面著手：第一，主要人物要解決的實際問題；第二，主要人物在解決這一實際問題的過程中情感發生的轉變。教師可以由此提出兩個問題：第一，Mark 遇到的實際問題是什么？第二，Mark的情感發生了怎樣的轉變？教師還可以讓學生根據所給問題繪制思維導圖，主要信息如下：

Mark(主要人物)：遇到的實際問題（在母親生日當天約朋友吃飯還是和母親一起過生日）—（最初選擇）和朋友一起吃飯（因為母親嘮叨，不愿意和母親待在一起）—解決方式（花店買花，讓花店送給母親）

小女孩（次要人物）：改變了Mark 的想法—如何改變（女孩在她母親墓前哭訴對母親的思念觸動了Mark）

母親（次要人物）：看到Mark 出現，開心，震驚。

Mark 遇到的實際問題：和朋友吃飯還是陪母親過生日。

Mark 情感發生的轉變：不愿陪伴母親（因為覺得母親嘮叨）— 愿意陪伴母親（因為懂得了陪伴在家人身邊的重要性）。

二、讀后續寫要讀懂文化差異

在讀后續寫中，讀是為了后續的寫服務，而一篇敘事型文章一定要有人物和情節。那么，學生就應該在讀后知道這個故事的人物有哪些，以及誰是主要人物、誰是次要人物。再在此基礎上讀懂故事的情節，就為后續的寫奠定了一定的基礎。主要人物的思想轉變就是我們讀后續寫中提到的情節的峰回路轉。讀懂文章不僅要求我們理解文章中的詞句，還要求我們對西方文化有一定的了解。以下面讀后續寫為例：

A young man was getting ready to graduate from college. For many months he had admired a beautiful sports car in a dealer's showroom, and knowing his father could well afford it, he told his father what he wanted was the sports car. As Graduation Day approached, the young man awaited signs that his father had purchased the car.

Finally, on the morning of his graduation, his father called him into his private study. His father told him how proud he was to have such a fine son, and told him how much he loved him. He handed his son a beautiful wrapped gift box.

Curious, but somewhat disappointed, the young man opened the box and found a lovely, leather-bound Bible（《圣 經》）, with the young man's name embossed in gold. Angrily, he raised his voice to his father and said,"With all your money you give me a Bible?" He then stormed out of the house, leaving the Bible. He felt depressed and couldn't accept the fact why his father did not fulfill his expectation.

Many years passed and the young man was very successful in business. He had a beautiful home and a wonderful family, but realizing his father was very old,he thought perhaps he should go to see him. He had not seen him since that graduation Day. Before he could make the arrangements, he received a message from one of his relatives telling him his father had passed away, and willed all of his possessions to his son. He needed to come home immediately and take care of things.

續寫：Paragragh 1: When he arrived at his father's house,sudden sadness and regret filled his heart.

Paragrah 2: As he was reading the Bible, a car key dropped from the back of it.

這篇文章中的主要人物“young man”因為在自己畢業那天沒有得到心心念念的喜歡的車子而離家出走，直到在親戚的嘴里得知父親去世的消息才悔恨自己沒有和父親好好相處。學生在讀這篇文章時只關注到，“young man”只是因為父親沒有買車子給他就與父親決裂，卻無法理解一輛車子對于他來說，不僅是件想要得到的物品，更是希望從父親那里獲得的對他的認可；而父親要送給他的圣經在西方人眼中具有重要的地位，父親選擇在他畢業成人的這一天送給他一本圣經其實是寄予了父親的希望，他希望自己開始成年的孩子能懂得愛和責任。由于沒有真正讀懂文本，很多學生在兩段的續寫中都只寫了年輕人對自己離家出走后一直沒有和父親聯絡的后悔，而沒有寫出年輕人最終懂得了父親想要教會他的愛與責任，并把這種愛與責任一代代傳承下去。

三、讀后續寫要讀懂文本中的細節

讀后續寫不僅在讀的過程中需要找到故事發展的主要人物和次要人物以及他們的關系，理清故事發展的情節。學生在進行讀后續寫的文章閱讀時還需關注文本所給出的細節。忽略細節的閱讀也會讓學生在之后的續寫中無法真正續出“精彩”。以下面讀后續寫為例：

It was a warm summer afternoon in mid-July at the Jersey shore. My four-year-old son, Will, and I loved going to the beach just before dinner when the rest of the vacationers seemed to be leaving for the day. The sun was still hot and shining brightly. With a bucket in hand we'd hit the sand and start our adventure.

We used to walk along the edge of the water almost daily in the summer months, looking for seashells to fill our red sand-castle-shaped bucket. Some days, the bucket was full, and other days just a few shells were in the bucket. On that particular day, there didn' t seem to be too many shells washed up on the shore. ill began picking up whatever shells he saw lying in the sand. After a while, I looked into the bucket and saw nothing but broken shells.“Will” I said,“all of these shells are broken and not good. You'd better find shells like this, I continued, as I held up a perfectly shaped clamshell(蛤殼)，he gave me a puzzled(困惑) look and continued on his way, gathering whatever shells he came upon and dropping them into the bucket. I continued my search for some time, and then stopped to watch him drop more broken shells into the bucket. Out of control, I asked in an annoying voice,“Will, why do you insist on filling our bucket with shells that are broken?” He looked up at me through his glasses with his big blue eyes and replied, “Mom, there are many more shells on the beach that are broken than there are perfect ones that you are searching for. We'll get the bucket filled faster with the broken ones.” True, I thought, but who wants a bucket full of broken shells? Will stared at me as if he knew what I was thinking.“Mom, these shells are broken, but they are still beautiful” he said.

續：Paragragh 1: Just then he reached his little hand into the bucket and began pulling out some different shells and commenting on their uniqueness.

Paragragh 2: My eyes filled with tears as I realized my son was teaching me a most valuable lesson.

閱讀文本后我們得知，文本中的母親是故事的主要人物，孩子是故事的次要人物，這篇文章續的情節的轉折就在于母親受到孩子無意識的行為和言語的觸動而發生了思想上的轉變。但是我們在學生寫的續寫文本里發現，學生在第一段中就借用孩子的嘴對母親進行說教，認為是孩子的說教感動了母親從而促使了她的改變。這其實反映出學生在閱讀文本時沒有關注到文本中提到的“my four-year-old son”這個細節。作為一個四歲的孩子，他根本不可能會講出什么大道理來。而對這一細節的忽略也造成學生在讀后續寫中無法做到“合情合理”。而在第二段續寫中，學生在承接第二段第一句“My eyes filled with tears as I realized my son was teaching me a most valuable lesson.”寫出母親所領悟到的道理后覺得無話可寫了。這也反映出了學生在讀的過程中沒有關注到文本用到的love、brightly 使人感受到的母子之間在海邊撿貝殼的快樂以及母子之間的融洽和諧的氣氛。

四、結束語

總之，在讀后續寫課堂教學中，教師應有意識地引導學生仔細閱讀文本，抓住主要人物和次要人物之間的關系，理清文本情節，關注文本細節，從而達到有效閱讀，高效續寫的目的。