巧用分析推理促進學生高階思維發展

吳艷

案例背景：在閱讀過程中，準確地找到線索，進行“英英釋義”（paraphrase），是初中生閱讀得高分的關鍵。在以往的授課中，我發現學生事實細節題得分率很高，但對于需要尋找線索、進行分析推理的題目，得分率則比較低。在考試中，分析推理題經常出現在閱讀理解的C篇和D篇中，阻礙了相當一部分學生拿高分。因此，在初一下學期的期末復習階段，我設計了本課。

案例描述：今天的內容和以往的教學內容不同，我要帶領學生解決讓大多數人困擾的閱讀題中的“英英釋義”的問題。學生做了課前測，我發現事實細節題90%的學生都能答對，但是細節分析、推理題正答率低于60%。這說明學生在做閱讀題時不能準確地找到線索，進行分析、推理，從而不能完成“英英釋義”。

環節一：引出問題

我先展示了昨天的細節分析、推理題，詢問答錯的學生是哪點困擾了他們。

題目：How did Jane learn so much about the chimpanzees？

A. She read a lot of books about chimpanzees.

B. She learned from her parents.

C. She made friends with them.

D. She got information on the Internet about chimpanzees.

正確答案為C。

答錯的學生說，看到了有答案的段落（She watched them in the forest for many years. She knew every chimpanzee and even gave a name to each one. She lived with them in the wild. The chimpanzees thought she was one of them. In this way， Jane learned more about their lives.），但是沒有分析和推理，找不到和選項一樣的句子，就選錯了。我說這類分析、推理題容易出錯，原因是大家仍然停留在對文章的淺層理解上，沒有進行高層次的思維活動。英文的英英意譯有四個層次：1.能找出一個直接信息；2.能找出多個直接信息；3.能分析出細節之間的關聯；4.能創造出抽象的新信息。前兩個層次屬于事實細節題，第三、四個層次屬于細節分析、推理題。今天我們主要講講如何突破第三、四個層次。大家都非常期待接下來的課程。

環節二：構建思路

接下來，我分別舉了三個例題。

例題1： I spent ten yuan buying this book.

A. I paid ten yuan for this book.

B. I spent ten hours reading this book.

C. I have ten yuan and would like to buy this

book.

學生們爭先恐后地回答正確答案是A。我追問為什么，有的學生點明了：spent ... buying 等于paid ?... for ...。

例題2： He was rich and famous all over the world.

A. He became famous all over the world because he was rich.

B. He had lots of money and was well?known in the world.

C. He was the richest man in the world so he became famous.

這道題有個別學生比較困惑，因為A、C選項都有rich 和famous。正確答案是B。關鍵點在于題干是rich and famous，而A的連接詞是because，C的連接詞是so，and 不等同于because 和so。

例題3：He hurried to school without breakfast.

A. He had breakfast at school.

B. He didnt go to school on time.

C. He didnt have breakfast and went to school in a hurry.

這道題有點繞彎，有的學生茫然了。我解釋到hurried to ... without breakfast = went to ... in a hurry ... didnt have breakfast。

通過以上三道例題，我讓學生總結“英英釋義”應該注意什么。大家小組討論，很快得出了結論：

這就是從淺層理解，通過高階思維，進行分析、推理，從而得出正確的答案。

環節三：實踐應用

為了鞏固本節課的內容，我又呈現了兩篇例文，從而做到句型層次向語篇層次的內化。

例文 1

Bob likes to keep his bedroom neat （整潔）. He puts everything exactly where it belongs. When his cousin came for a visit， Bob became upset （心煩）. Socks were on the floor， and nothing was where it was supposed to be. Bob was happy when his cousins visit was over.

Question： What can we know from the paragraph？

A. Bobs cousin puts everything in order.

B. Bobs cousin is not a neat person.

C. Bob was sad when his cousin left.

學生馬上開始尋找線索。我提示大家，首先要細讀題干和選項，找關鍵詞。學生很快找到了關鍵詞。

A. 關鍵詞：put ... in order

B. 關鍵詞：not neat

C. 關鍵詞：sad

接著大家回到原文找線索，并分析、推理線索。

Bob likes to keep his bedroom neat （整潔）. He puts everything exactly where it belongs. When his cousin came for a visit， Bob became upset （心煩）. Socks were on the floor， and nothing was where it was supposed to be.從原文找到這句話后，通過分析，可以推斷出Bobs cousin 來了之后，家里非常亂，得出Bobs cousin不是一個愛干凈的人。顯然A選項錯誤。Bob was happy when his cousins visit was over.與C選項不符合。通過以上分析和推理，得出正確答案為B。

做完第一篇，學生很快總結出做這類分析、推理高階思維題的解題思路，即：

接下來，我出示了第二篇文章，學生們帶著清晰的解題思路開始了答題。

例文 2

“Listen to this joke I made up，” said Betty. Then Betty told her friends a joke. None of her friends laughed. Finally， her friend Lily said， “Betty， that joke is just like all your jokes. Maybe you should stop trying to make us laugh.”

Question： Which of the following is TRUE？

A. Lilys friends listened to her joke.

B. Bettys jokes are not funny.

C. Bettys friends laughed at her joke.

因為有了解題思路，學生開始清晰地闡述自己的解題過程。

第一、二步 ：細讀題干和選項，找出關鍵詞

A. listened to

B. not funny

C. laughed at

第三、四步：回到原文尋找線索，并進行分析、推理

“Listen to this joke I made up，” said Betty. Then Betty told her friends a joke. None of her friends laughed. Finally， her friend Lily said， “Betty， that joke is just like all your jokes. Maybe you should stop trying to make us laugh.”（線索是None， stop。分析和推理線索得出，大家覺得Betty的笑話不可笑）。通過以上四步，學生得出正確答案B。

環節四：拓展提升

為了在真實的語境中再次鞏固今天所學的分析、推理高階思維能力，我設置了學生非常感興趣的模擬法庭辯論賽。

Passage

1 ?Where is the quietest place in the world？ Is it in a forest， or on top of a mountain？ Actually， the quietest place in the world is in a room at Microsoft headquarters （總部） in Washington， US.

2 ?The sound of a person breathing is about 10 decibels （分貝）. The Microsoft room， however， measures （測量） -20.3 decibels， according to theDaily Mail.There is special foam （泡沫材料） all over the rooms walls and floor. Outside sounds cannot be heard inside the room.

3 ?Microsoft uses the room to test their products （產品）. For example， they use it to make better speakers and headphones. They also use it to see how loud their mice （鼠標） are.

4 ?However， you might feel uncomfortable in this room. You can hear your own heartbeat and breathing inside the room. No one can stay inside for more than 45 minutes.

5 ?Fun facts about the room

● The rooms walls have six layers （層）. Each wall is about 30 cm thick （厚）.

● The room is very high. Its on the 87th floor of a building. This helps to keep out outside sounds.

● There are 68 springs （彈簧） underneath the room. This way， the room doesnt touch the ground （地面）. Sounds from the ground cannot be heard inside the room.

1. What does Microsoft use this room to do？

A. To study quiet sound.

B. To improve their products.

C. To see how mice get around in the dark.

D. To discuss secrets.

2. Which of the following is TRUE about this rooms problem？

A. Peoples hearts will stop beating if they are in the room.

B. Some people cant breathe well inside this room.

C. People may not feel well if they stay in this room for long.

D. Only robots can work inside the room.

經過7分鐘的思考，學生進行了展示。

學生1展示：Question ?1

Defence lawyer： ?In my opinion， Question 1， the correct answer is B because I find clue in line 2&3， paragraph 3. It says “they use it to make better speakers and headphones. They also use it to see how loud their mice （鼠標） are”. 通過分析、推理，選項B正確。

Jury： Your clue is strong evidence.

學生2展示：Question 2

Defence lawyer： In my opinion， Question 2， the correct answer is C because I find clue in line 1， 2&3， paragraph 4.It says “However， you might feel uncomfortable in this room ... No one can stay inside for more than 45 minutes.”通過分析、推理，選項C 正確。

Jury：Your clue is strong evidence.

學生們在模擬法庭的真實情境中再次鞏固了根據線索進行分析、推理，得出正確答案的思維方式。

案例分析：本節課在課標中的要求是“識別和判斷書面語篇句子之間的邏輯關系；理解和推斷說話者的意圖。”依據布魯姆教育目標分類法可知，這部分知識屬于第二、四、六個目標，即：得到信息后，能用自己的話表達其中的意義；將信息分解，確定各部分之間、各部分與總體間的關系；能基于得到的信息，重新組織成新的模型或結構。達成這三個目標對于學生來說比較困難。因此，本節課從句子到語篇，一步步帶著學生分析、推理，完成“英英釋義”，進而總結出這類題的做題思路，讓學生在實際練習中逐步形成高階思維能力。通過模擬法庭的檢測結果可以發現，學生在真實語境下，用英語表達自己經過分析、推理而得出結論的能力，通過教師的教學設計是可以慢慢培養的，為學生以后英語思辨能力的培養打下了良好的基礎。