讀后續(xù)寫的文化轉(zhuǎn)向與運用“TEAMS”框架提升學生文化意識初探

張志梅

一、新課標理念下高考讀后續(xù)寫中文化意識的測評

《普通高中英語課程標準（2017 年版2020年修訂）》（以下簡稱《高中新課標》）考試命題建議指出，寫作的主要考試形式為：故事續(xù)寫、看圖寫報告、命題作文和概要寫作。讀后續(xù)寫作為排在首位的考試形式，是新高考采用的創(chuàng)新型寫作形式。該形式將閱讀與寫作相結(jié)合，既考查閱讀理解能力，也考查創(chuàng)造性寫作能力，關(guān)注語言的輸入與輸出效果，著眼于提升學生的英語學科核心素養(yǎng)。《高中新課標》指出：文化意識指對中外文化的理解和對優(yōu)秀文化的認同，是學生在全球化背景下表現(xiàn)出的跨文化認知、態(tài)度和行為取向。文化意識體現(xiàn)英語學科核心素養(yǎng)的價值取向。文化意識的培育有助于學生增強國家認同和家國情懷，堅定文化自信，樹立人類命運共同體意識，學會做人做事，成長為有文明素養(yǎng)和社會責任感的人。《義務(wù)教育英語課程標準》（2022年版）（以下簡稱《義教新課標》）提出培育文化意識。能夠了解不同國家的優(yōu)秀文明成果，比較中外文化的異同，發(fā)展跨文化溝通與交流的能力，形成健康向上的審美情趣和正確的價值觀，加深對中華文化的理解和認同，樹立國際視野，堅定文化自信。鑒于兩個新課標都明確地把學生“文化意識”的培養(yǎng)列入到英語教學目標之中，新高考讀后續(xù)寫中不斷體現(xiàn)文化意識的考查維度，這一點在2023年新高考英語全國卷的讀后續(xù)寫試題中表現(xiàn)尤為突出。本文以2023年新高考英語全國I卷讀后續(xù)寫真題為例，嘗試利用“TEAMS”框架指導學生有效梳理原文，合理構(gòu)思情節(jié)，恰當使用描寫手段豐富續(xù)文的文學色彩，提高學生的文化意識和寫作能力。

二、2023年新高考英語全國I卷讀后續(xù)寫試題的文化轉(zhuǎn)向

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

When I was in middle school， my social studies teacher asked me to enter a writing contest. I said no without thinking， I did not love writing. My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did．

So， why did he suddenly force me to do something at which I was sure to fail？ His reply： “Because I love your stories. If you're willing to apply yourself， I think you have a good shot at this.” Encouraged by his words， I agreed to give it a try．

I chose Paul Revere's horse as my subject. Paul Revere was a silversmith （銀匠） in Boston who rode a horse at night on April 18， 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse's mouth.Not a brilliant idea， but funny； and unlikely to be anyone else's choice．

What did the horse think， as he sped through the night？ Did he get tired？ Have doubts？ Did he want to quit？ I sympathized immediately. I got tired. I had doubts. I wanted to quit. But， like Revere's horse， I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them．

When I handed in the essay to my teacher， he read it， laughed out loud， and said， “Great. Now， write it again.” I wrote it again， and again and again. When I finally finished it， the thought of winning had given way to the enjoyment of writing. If I didn't win， I wouldn't care．

Para 1： A few weeks later， when I almost forgot the contest， the news came．

Para 2： I went to the teacher's office after the award presentation．

本篇讀后續(xù)寫原文講述一名英語為第二語言的中學生在老師的鼓勵下參加寫作比賽并通過努力取得成功的勵志故事。跟以往讀后續(xù)寫的試題比較，文化元素是本次試題中最突出的特點。見表1：

從表1可以看出，本次試題體現(xiàn)了明顯的文化轉(zhuǎn)向，豐富的文化元素激發(fā)學生在閱讀過程中進行思考，鼓勵多元思辨和發(fā)散思維，靈活開放的寫作情境引導學生在語言學習過程中注重辨析語言和文化中的具體現(xiàn)象，梳理和概括信息，從跨文化的視角評判事物和不同觀念，個性化地、創(chuàng)造性地表達自己的觀點和想法。在加強語言表達能力考查的同時，也加強對文化意識的考查，也增加了續(xù)寫的難度。

三、“TEAMS”框架在讀后續(xù)寫中的運用

新高考實施以來，在多數(shù)地區(qū)，讀后續(xù)寫成為得分率最低的題型。失分項主要集中在內(nèi)容（情節(jié)單薄、不符合主題）、語言（詞匯和語法使用的準確性低、豐富性不足）和語篇（銜接不緊湊、邏輯不連貫）等方面。要想突破讀后續(xù)寫的難點，首要任務(wù)是構(gòu)建好讀后續(xù)寫框架，寫作時才能思路清晰。下面以2023年新高考英語全國I卷讀后續(xù)寫真題為例，嘗試運用操作性強的“TEAMS”框架寫出與原文銜接合理、語意連貫、邏輯相符又體現(xiàn)文化意識的續(xù)文。

T是指Transitional sentence銜接句或Theme主題句；

E是指Emotion /Environment心理描寫/環(huán)境描寫；

A是指Action 動作（鏈）和Appearance外貌神態(tài)描寫；

M是指Monologue or Conversation獨白/對話；

S是指Style 語言風格。

其中，Action 是助推情節(jié)所必要的，Emotion、Environment、Appearance、Monologue 、 Conversation、Style的寫作順序和次數(shù)可根據(jù)故事情節(jié)的需要適當調(diào)整。

四、評價“TEAMS”，提升文化意識

評價反饋是讀后續(xù)寫的關(guān)鍵環(huán)節(jié)，能夠深化學生的主題意義體驗。在學生寫作前，教師需要提供和解釋“TEAMS”讀后續(xù)寫評價表 （如表2所示）。這既能讓學生有清晰明確的續(xù)寫目標，把握寫作要點，又能讓學生從讀者視角審視內(nèi)化主題意義，推進真實、豐富而強烈的主題意義體驗。在學生完成續(xù)作后，可以先讓學生進行自評，反思個人寫作的優(yōu)缺點，并修改不足之處。然后，引導學生開展互評，以使學生在思維碰撞中發(fā)掘同伴作品的閃光點，取長補短，反撥個人學習，升華對主題意義的理解，共同提高寫作能力和文化意識。下面運用表2 對下水續(xù)文進行評價（斜體部分為給定的提示語）：

One possible version：

A few weeks later， when I almost forgot the contest， the news came. The list of winners was posted on the notice board at school. Seeing my name on it， I couldn't believe my eyes. Then I was told to attend the award presentation， and I couldn't help but feel nervous about presenting my essay. But when I heard my name being announced， like Revere's horse， I plucked up my courage and strode onto the stage. The audience burst out laughing as they enjoyed the story straight from the horse's mouth. With all the self-doubt vanishing， I was eager to share the trophy with my teacher.

I went to the teacher's office after the award presentation. Through the half-closed office door， I saw my teacher buried in grading papers. I tiptoed over to him. “Congratulations！” No sooner had I approached him than my teacher gave me a big bear hug. “Thank you， teacher， without your encouragement， l couldn't have won the prize！” I shed tears of joy. “If you're willing to apply yourself， I believe you will always have a good shot.” My teacher smiled. As I walked home， I felt as if the gentle breeze was whispering， “Anything is possible if you keep trying.”

五、結(jié)語

2023年全國新課標Ⅰ卷的讀后續(xù)寫試題中體現(xiàn)了明顯的文化轉(zhuǎn)向，在加強語言表達能力考查的同時，加強了對文化意識的考查，引導學生通過跨文化視角，運用跨文化知識創(chuàng)造性地解決問題，也增加了續(xù)寫的難度。讀后續(xù)寫的文化轉(zhuǎn)向促使教師重新審視教學內(nèi)容、步驟和方法。運用“TEAMS”框架，可以指導學生在理解語篇內(nèi)容和文化意蘊的基礎(chǔ)上，緊扣主題意義進行合情合理的續(xù)寫，并且通過自評和互評提升文學色彩和寫作效果，這一過程有助于學生融合語言知識和文化知識，提高創(chuàng)造性地表達觀點、意圖和情感的高階思維能力和文化素養(yǎng)，也有助于踐行學思結(jié)合、學用結(jié)合、用創(chuàng)為本的英語學習活動觀，深化學生主題意義體驗，落實“教一學一評”一體化，實現(xiàn)深度學習和核心素養(yǎng)發(fā)展的目的。今后要進一步探索運用“TEAMS”評價和高考讀后續(xù)寫評分標準的協(xié)同，使兩者相得益彰，共同提高學生文化意識和寫作能力。

［本文系廣東省教育研究院2022年中小學英語教育專項研究課題“聚焦單元整體教學的中學英語聯(lián)動教研行動研究”課題編號： （GDJY-2022-A-yyb33）階段性研究成果］

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