小学英语阅读素养中思维品质的培养
——田湘军执教“WhenHarry andHollywere younger”观后感

程帼芳

阅读其实是基于文本和读者已有的知识和经验建构新意义的过程（王蔷，2016）。英语学科阅读素养主要包括四方面：语言能力、学习能力、思维品质和文化品格，其中思维品质是指辨析语言和文化表现的各种现象，推断信息的逻辑关系，评判各种思想观点，从而建构新的概念理性表达自己的观点。思维品质发展有着自己的一些特性——比较感性。感性思维固然有其优势，但会影响理性思维的发展——过于感性的时候，理性就显得相对薄弱。著名特级教师田湘军老师的阅读教学课“When Harry and Holly were younger”为我们很好地诠释了怎样在关注阅读素养的同时发展学生思维品质。

一、阅读前关注思维的情境创设

在英语学习的过程中，语言能力提升，必然伴随思维的发展。因为语言既是思维的工具、思维的载体，也是思维的一种形态。学习语言是一个信息转换的过程，不会思维就不能学好第二语言。语言技能中的听、说、读和写需要大量的输入，创设支持性阅读情境对学生的思维能力的培养起着举足轻重的作用。

（一）紧扣文本，激发思维

【教学回顾】

Introduction

T:Look at the screen.You can find some informations.No.1 I just want to say good morning to you.So you have to say...

Ss:Good morning.

T:Do you want to say good morning to the teacher over there?

Ss:Good morning.

T:Maybe you can also say other things.Let’s have a try.Sing a song“If you’re happy”.

T:SoNo.1 greets:Good morning.No.2 What’s my name?Tian Xiangjun,that means Tian is my family name.You can call me Miss Tian,Yes?Mr.Tian.

Ss:Mr Tian.

T:Xiangjun.If I’m from Nanjing,my name will change to Tian Sujun. If I’m from Sichuan,that is Tian Chuanjun.So where does Mr.Tian come from?Xiang is short for Hunan.I am from Hunan.But I teach in Guangdong.And this is my name.Here’s my WeChat public service number: candlenight 2015.Right?That’s all for this information about me.

【教学赏析】

语言知识由语音、词汇、句法、语篇、功能和话题构成。从学生出发找准新旧知识的连接点，这些知识连接得越牢固，学生学习起来效果就越好（汪明帅，2011）。课堂的导入是教学流程中一个重要的环节，决定着学生是否喜欢这堂课并进行思考。本课执教教师是新教师，所以教师以半控制的开场方式进行自我介绍，这让师生间减少了陌生感。宽松的语言环境是思维发展的前提。熟悉的歌曲和简单的句型为接下来的阅读做好了铺垫。

（二）营造氛围，促进思维

【教学回顾】

Playing games

T:Look at the screen.Who’s that?

Ss:You.

T:Yes,that’s me.That is one of the handsome teachers.Haha! you’re laughing.You don’t believe that.Look at Mr.Tian.What a big head!Very very big head. And some informations about me.No.1 Can you read it?

Ss:Playing games.

T:It means Mr.Tian likes playing games.Ilikeplaying games.OK.Good.Do you like playing games? Let’s play games.Right.The name of this game is Simon says.You know that.If you hear“touch your head”，don’t do that.If you hear“Simon says touch your head”，do that.Understand?Do you want to try?Three,two,one.

T:Touch your head.Simon saystouch yourhead.Simon saystouch yournose.Hands down.Simon says hands down.Stand up.Simon says stand up,wash yourface.Simon says brush your teeth.Simon says get dressed.Simon says sitdown please.OK.Let’s do it again.Stand up.Simon says stand up.Simon says wash your face.Simon saysbrush yourteeth.Simon says comb your hair.

T:I have very very short hair.But I still want to comb it.Simon says get dressed.Simon says button your shirt.You know shirt.This is shirt.Simon says take your towel,take a bath.This way.Simon says take a bath.Simon says take off your shoes.No,don’tdo that.It smells terrible.

T:Just now when we play the game simon says we notice some verb phrases.Maybe you know this one.Can you read it?

T:Get dressed.What about thisone? Crawl.Button your shirt.Carry my school bag.Comb my hair.Read them together. Here come to the second page,Can you read it?Tie my shoelaces,tie my hair up,put on my shoes,pack my schoolbag,take a bath.

【教学赏析】

汉语和英语两种语言有思维共性，但也有很多思维差异性。而这种思维差异性，就是我们在思维品质发展中特别要关注的，即培养学生的多元思维——思维方式、思考方式、解决问题方式不能局限于一种。教师从学生的好奇心出发设计猜测活动，通过教师喜欢游戏这一信息，以Simon says游戏先渗透十个新词组，活跃了学生的思维，激发学生的阅读兴趣。

二、阅读中关注思维的习惯培养

所谓学习能力是指学生主动拓宽学习渠道，积极调适学习策略，努力提升学习效率的意识、品质和潜能。阅读教学中，教师设计的语言训练活动要培养学生主动学习的习惯，促进学生积极思考，学会一些基本的学习策略，从而达到增强学生语言意识、进行深度学习的目标。

（一）活化输入，训练思维

在学习语言的时候，学生往往对语言的深度把握不够，这会产生理解方面的问题。在阅读的过程中，需要有思维的深度。教师要提高自己思维的品质，家长也要提高自己思维的品质，这样才能教明白。

1.从听入手，整体感知

【教学回顾】

Listen to a song

That’s all for games.Mr.Tian like playing games.How about this one?Mr.Tian likes singing,I like singing，I can sing a lot of song，including English songs.

Here’s a song.Can you sing it?Let’s read the sentences.

“When I was two”

When I was two,I couldn’t eat.

I couldn’t eat with a spoon.

When I was four,I couldn’t walk.

Because I tied my shoes together.

Oh,mydaddy.Oh,my mummy.

I should say thank you.

It’s you who help me grow up so soon.

Oh,mydaddy.Oh,my mummy.

I should say thank you.

I will love you forever.

Can you sing?I can.Do you want to listen to me?Money,no money no songs.Forget about it,I’m your teacher.I’ll sing you free.

Can you sing the song?I’m sure you’ve heard of this song,the name of the Chinese song is《当我老了》.But now you can find the English sentences,so maybe now you can not sing.I’m sure you can sing thissong.Later I’m sure you will be able to sing this song.That’s all for the song.

【教学赏析】

教师把一个只有语言知识的读本变成了很有思维内涵的读本，从具体的教学内容和儿童的特点出发，以自我介绍信息中喜欢唱歌这条线《当我老了》为旋律，衍生出本课主要句型“When...I could/couldn’t...”，将文本与儿童的生活经历相联系。

2.以读深入，体验理解

【教学回顾】

Read and match

T:Comeback.Mr.Tian likes playing games and singing.Whataboutthisone?Ilike reading.Do you like reading?Really?OK.Take a look.Here comes a passage for you.You can find a topic you can read.

Ss:When Harry and Holly were younger.

T:And look，you can find two children.The boy is on the left.What’s his name?

Ss:Harry.

T: Yes, very easy. Of course the girl is called...

Ss:Holly.

T:And here’s a task for you.Everybody has a piece of teaching materials.Here’s a task for you.For example,you have to read it.After finishing reading,you have to match.Do you understand? Let’sdo it.Take your pen，read and match.Thank you so much.

When Harry

was...,he could...

7 months old

carry his school bag

2 years old crawl

4 years old

put on his shoes

5 years old

eat with a spoon

6 years old

comb his hair

【教学赏析】

根据布卢姆的教育目标分类学，阅读理解的目标表现为不同的层次：最基础的是语音解码，然后是信息识别与转述、信息应用、观点态度信息识别与转述、分析、综合、评价等（王笃勤，2010）。通过初步的整体感知进而到局部的细化学习，给学生有层次的阅读，引导学生从关注阅读过程到学习阅读技巧，发现阅读的结构特点、语言特点和语用规律，最终达到提高学生综合语言运用能力的目的，让学生有条理灵活地表达。

（二）关注模式，建构思维

学生思维意识和思维习惯组成了语言思维。唯有当学生开始思考并运用恰当的策略和方法展开阅读时，他们的阅读才能从字面理解的浅层次走向阐释性阅读和批判性阅读的深层次（张文华，张丽红，2015）。语言的逻辑性决定学习者学习语言的效率，有逻辑性的教学流程就如教学中的一根绳子，知识是鲜活现实的抽象表现，学习则是将抽象了的知识通过学习者的连接还原成一个个特殊经验。

1.提出问题，启发思维

【教学回顾】

T:Stop writing and reading,look atthe blackboard.I’m going to ask you some questions.What could Harry do when he was...?And you have to try to answer.You have to try to answer in this way.When Harry was...he could...Understand?

提出问题是批判思维的重要组成部分，学生只有从被动接受信息到主动思考问题，才能对文本进行重新阐释。在阅读和配对之后，教师以此为语言支架，提问文中重点句型“What could Harry do when he was...”，将整个阅读浓缩成十个问题。从师生问答到生生问答，在问与答的过程中解决阅读中的生词，以句子填空的形式给学生说的机会，将阅读中的难点简化。

2.合理任务，引导思维

【教学回顾】

T:It’s time to ask question，not Harry.Pay attention.We’re going to say“byebye”to Harry.Who?

Ss:Holly.

T:Is Holly a boy or a girl?

Ss:A girl.

T:He would change into she.So what could Hollydo when she was...?Please ask the question with 2 years old.

Ss:What could Holly do when she was 2 years old.

T:Choose the students.

Ss:When Holly was 2 years old,Holly could puton her shoes.

T:Please ask the question with 4 years old.

Ss:When Holly was 4 years old,she could tie her shoelaces.

T: Go on asking the questions with 5 years old.

Ss:When Holly was 4 years old,Holly could button her blouse.

Teach:blouse

T:Just now we mentioned the word comb,now we’ll learn the word blouse.Look,this is a shirt.A shirt for boy,and a blouse for girl.But,can you read this one?“Bus cup mum button”.This one you know“but bus cup mum”.What about this one?

Teach:button

T:Last question.Can you read?

Ss:What could Holly do when she was 2 years old?

T:When Holly is 4 years old,she could carry her school bag?“Carry dad mad hat cat”.

【教学赏析】

只有真正把握思维，教师才能在这样的课堂中变成一个学习的引导者，学生的角色才能回归到真正的身份——学习者和学习的主体，教师才能真正做到“解惑”。通过课堂中大量的语言输入，学生内化新知，最终达到教师教学最大的目标，学生想说，会用英语表达思想。从Harry到Holly，教师从“扶一扶”到“放手”，教师的角色自然发生转变，学生成为课堂的主角，教师是幕后的导演。

3.推理文本，创新思维

【教学回顾】

T:That’s all for the first reading.Let’s come to our next task.Now you can find three questions on the screen.Please read it.

Read and answer the questions.

Harry couldn’t walk when he was four years old.Do you know why?

Whatcouldn’tHolly do when she was two years old?What did her parents do?

Harry and Holly couldn’t pack theirschoolbagswhen they were six years old.Who helped them?

T:Here’s another word successful.It depends on these three points：You have to study hard and be careful;If we can have our parents help;If our teachers teach us well.

In fact we should give our thanks to our parents and teachers. That’s all for the reading task.This time we have to read the text.

【教学赏析】

只有那些经过学生思考与分析事例而发现的真理和知识才能让人印象深刻（汪明帅，2011）。教师设计了从表面到深层理解的教学活动，帮助学生对阅读进行解码、加工、处理，获取文本的信息，领悟阅读的独特和奇妙。只有真正理解了文本，才能推断出“言外之意”，达到发展学生的批判性思维。

三、阅读后关注思维的能力拓展

在自主思维前提下灵活运用语言的学习活动具有实际交际意义和含金量。只有输出活动具有一定的思维含量，学生才能在真实的语境下感悟、体验和应用语言（田雪莲，2015）。教师通过讨论以充分激发学生的想象力和批判性思维，在故事教学中渗透美好的情感和积极的价值观是故事教学的优势（廖荣莲，2014）。学生通过故事教学体会语言的简言意骇，从而理解其蕴含深刻的哲理，获得启迪。

【教学回顾】

Task 1

Work in groups and talk about

What could you do when you were younger?

What couldn’t you do when you were younger?

（小组讨论以前做不到但现在能做到的事情，运用句型问答。）

Task 2

Whatcould yourgrandparents or parents do in the past?

What couldn’t your grandparents or parents do now?

（谈谈爷爷奶奶或者爸爸妈妈以前能做而现在年纪大了却做不到的事情。）

【教学赏析】

英语思维的特性非常明显，要突破原有的汉语思维定式，通过创新思维真正学习英语。阅读并不是为了阅读，而是为了更好地用英语表达，通过表达体现出思维内涵，体现学生间思维的差异和特别，这就是创新思维。长此以往，当追求不同的思维模式形成习惯就成了思维品质。实现这一维度的目标是核心素养中的重点也是难点。学生根据句型造句是一种培养创新能力的方式，但不是造句这项任务在培养创新能力，而是需要从句子内容本身判断其是否具有创新性。从“I couldn’t sing”到“I could sing”，教师无时无刻不在重复本课的重点句型。最后的阅读后环节，教师提到父母和祖父母以前会做但现在不会做的事情，呼应《当我老了》这首歌，告诉学生感恩爱我们、帮助我们、教导我们的人。

苏格拉底说：“每个人身上都有太阳，主要是如何让它发光。”在阅读素养中，教师重视思维品质的培养无疑提升了学生的想象力和推理判断的能力，提高了学生的阅读兴趣，从而为他们的可持续学习扫清了障碍。这样的教育会让每个学生都成为有思想的“太阳的后裔”。