問題鏈預測情節

廣東 吳娟娟

【問題導讀】

讀后續寫要求我們依據原文材料的內容和所給段首句進行續寫，寫出一篇與給定材料有邏輯關系且情節和結構完整的短文。讀后續寫能否拿高分某種程度上取決于故事情節的構思是否有效，是否合理。續寫時，我們常見的問題要么是無話可說，要么是寫了不少，但缺乏邏輯或文不對題。以上問題的出現除了學情個體差異等主觀因素的影響外，客觀因素也對此有影響。一方面，續寫內容不是獨立存在的，它是已有敘事情節的延續，這就要求我們在主題、情感、人物和事件等方面與已有情節保持一致；另一方面，續寫內容主要集中在情節的高潮和結局部分，此部分的故事情節跌宕起伏，節奏多變，故而本身難度大。在讀后續寫中，通過已知信息搭建問題鏈支架可以起到穿針引線的作用，不僅能激發我們對故事預測和分析問題的興趣，還能加強續寫情節與原文在語言、情節和情感上的邏輯協同性。

【名師導學】

問題鏈是指問題與問題之間的精心連接與遞進，是教師在教學過程中針對學生現有水平和教學內容提出的一系列層層遞進、環環相扣的串聯式問題。續寫問題鏈是圍繞原文和所給段首句設置的一系列由淺入深的追問，從而形成嚴密而有節奏的“讀—思—問”過程。設置環環相扣的續寫問題鏈，首先需要深度解讀原文，再厘清故事脈絡，把握故事內涵，提煉文本主題后仔細解讀所給兩個段首句，循序漸進地指向情節發展主線。基于此，問題的設置應遵循以下原則：

1.問題指向故事要素

我們在閱讀原文后，借助引導性問題提取記敘文的基本要素，梳理文本，為預測情節提供背景依據。常見的設問方式：

Q1: When and where did the story happen?

Q2: Who are the main characters and what kind of persons are they?

2.問題指向矛盾沖突

敘事類文體的故事通常圍繞矛盾沖突和問題解決來展開，因此矛盾沖突在語篇中尤為重要。提出指向矛盾沖突的問題，找出外部矛盾和內在沖突，才能抓住故事的情節發展主線。常見的設問方式：

Q3: What happened to them in the story?

Q4: Why would the character make such a decision?

3.問題指向矛盾沖突的解決

矛盾沖突的解決是引領故事情節發展的主要環節。我們可以通過預設結局，結合所給伏筆，采用倒推法追問矛盾沖突的解決方法與措施，預測情節的發展、高潮與結局。常見的設問方式：

Q5: How to write the story with a positive ending?

Q6: What would the main characters do or what they have done to meet up with the ending?

4.問題指向主題和正能量

文章的主題是續寫的風向標，決定著故事的發展方向。正能量結尾是學科育人價值的體現。把握住這兩點才能確保續寫情節在邏輯和思想上與原文保持一致。常見的設問方式：

Q7: What are the positive aspects mentioned in the story?

Q8: What theme is possibly discussed in the story?

5.問題指向首句

基于所給兩個段首句，我們在提取關鍵信息后，設置有關行為、情感和結果等能引領故事發展的問題，預測情節。續寫第一段的內容往往是故事的高潮，我們需要利用段首句合理推測相關人物解決問題的具體方式和實施過程。在把握好續寫方向并明確核心沖突的解決方法后，我們可以分別根據兩個段首句的信息進行步步緊跟、環環相扣的追問，推理出合理的故事情節。常見的設問方式：

Q9: Read the first given sentence,which words catch your eyes?

Q10: What would the character say/do?

Q11: How did the character feel?

Q12: How would the others respond to the character's action?

Q13: What was the result?

【案例導引】

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。

（2021 年1 月浙江卷）Pumpkin carving at Halloween is a family tradition.We visit a local farm every October.In the pumpkin field,I compete with my three brothers and sister to seek out the biggest pumpkin.My dad has a rule that we have to carry our pumpkins back home,and as the eldest child I have an advantage—I carried an 85-pounder back last year.

This year,it was hard to tell whether my prize or the one chosen by my 14-year-old brother,Jason,was the winner.Unfortunately we forgot to weigh them before taking out their insides,but I was determined to prove my point.All of us were hard at work at the kitchen table,with my mom filming the annual event.I'm unsure now why I thought forcing my head inside the pumpkin would settle the matter,but it seemed to make perfect sense at the time.

With the pumpkin resting on the table,hole uppermost,I bent over and pressed my head against the opening.At first I got jammed just above my eyes and then,as I went on with my task,unwilling to quit,my nose briefly prevented entry.Finally I managed to put my whole head into it,like a cork (軟木塞) forced into a bottle.I was able to straighten up with the huge pumpkin resting on my shoulders.

My excitement was short-lived.The pumpkin was heavy.“I'm going to set it down,now,” I said,and with Jason helping to support its weight,I bent back over the table to give it somewhere to rest.It was only when I tried to remove my head that I realized getting out was going to be less straightforward than getting in.When I pulled hard,my nose got in the way.I got into a panic as I pressed firmly against the table and moved my head around trying to find the right angle,but it was no use.“I can't get it out!” I shouted,my voice sounding unnaturally loud in the enclosed space.

注意：續寫詞數應為150左右。

Paragraph 1:

I was stuck for five or six minutes though it felt much longer._______________________________________________________________________________________________________________

Paragraph 2:

That video was posted the day before Halloween.________________________________________________________________________________________________________________________

文本解讀

一、原文問題鏈

“我”為了與兄弟姐妹比誰的南瓜更大，居然把頭伸進已取出瓤的南瓜里，結果頭被卡在里面，后來在家人的幫助下“我”終于脫險。這個過程也被媽媽拍成視頻發到網上，這件事成為“我”一次難忘的經歷。

二、首句問題鏈

Paragraph 1: I was stuck for five or six minutes though it felt much longer.

Paragraph 2: That video was posted the day before Halloween.

參考范文

Paragraph 1:

I was stuck for five or six minutes though it felt much longer.Inside was full of my anxious breath.How I wished I had not acted so foolishly! Noticing my repeated efforts but in vain,Jason darted out of the kitchen and turned to Dad for help.Seeing me trapped in such an awkward situation,Dad was unexpectedly surprised at first,but soon surprise transformed into laughter.He tried many approaches,and eventually managed to get my head out by carefully cutting the pumpkin open with a knife.Just when I felt relieved to be freed from the pumpkin,I suddenly found that Mom had been filming everything.

Paragraph 2:

The video was posted the day before Halloween.Never had I felt so embarrassed but never had I ever been so famous.Instantly,without a few hours,the video went viral.My emotions were so conflicted between whether I should be happy or sad.But then I saw some comments from netizens saying that the video had lifted their mood and brought them much laughter.Their words brought warmth to my heart and it was then that I could let my embarrassment go.Now I felt lucky that I could add joy and fun to this festival for everyone and have a family full of love and pleasure.

【模擬導練】

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。

（2022年新高考Ⅰ卷）It was the day of the big cross-country run.Students from seven different primary schools in and around the small town were warming up and walking the route (路線) through thick evergreen forest.

I looked around and finally spotted David,who was standing by himself off to the side by a fence.He was small for ten years old.His usual big toothy smile was absent today.I walked over and asked him why he wasn't with the other children.He hesitated and then said he had decided not to run.

What was wrong? He had worked so hard for this event!

I quickly searched the crowd for the school's coach and asked him what had happened.“I was afraid that kids from other schools would laugh at him,” he explained uncomfortably.“I gave him the choice to run or not,and let him decide.”

I bit back my frustration (懊 惱).I knew the coach meant well—he thought he was doing the right thing.After making sure that David could run if he wanted,I turned to find him coming towards me,his small body rocking from side to side as he swung his feet forward.

David had a brain disease which prevented him from walking or running like other children,but at school his classmates thought of him as a regular kid.He always participated to the best of his ability in whatever they were doing.That was why none of the children thought it unusual that David had decided to join the cross-country team.It just took him longer—that's all.David had not missed a single practice,and although he always finished his run long after the other children,he did always finish.As a special education teacher at the school,I was familiar with the challenges David faced and was proud of his strong determination.

注意：續寫詞數應為150左右。

Paragraph 1:

We sat down next to each other,but David wouldn't look at me.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paragraph 2:

I watched as David moved up to the starting line with the other runners.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

【評價導思】

1.我續寫的內容是否緊扣文章主題？我又是如何回應主題的？

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2.續寫這篇文章的時候，我提出了哪些能推動情節發展和豐富故事節奏的問題？我是如何提煉這些問題的？

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3.在結尾處，我運用了哪種方式呼應開頭并凸顯主題意義？

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