芮甜甜

基于綜合視野理論的高中英語閱讀教學讀后活動設計：問題與思考

芮甜甜

在高中英語閱讀課堂教學中，讀后活動的設計及有效進行扮演著舉足輕重的作用。結合2015年浙江省高中英語課堂教學評比活動中的課例，分別從內(nèi)容、思維、語言三個角度用綜合視野理論來分析讀后活動設計中出現(xiàn)的問題，并探討其對策。

閱讀教學；綜合視野；讀后活動；問題與思考

一、綜合視野理論下的讀后活動

閱讀教學中，不論從何種角度來解讀文本，始終是一個高度綜合的過程，即要有綜合視野。高中英語閱讀課堂首先要關注文本信息的加工，語言是承載信息的核心載體，而這個過程能有效地促進思維能力的提升。簡言之，高中英語閱讀課的核心是：在閱讀和交流中關注文本內(nèi)容，在交互和活動中關注學習策略，在評判和想象中提升思維水平（葛炳芳2013）。英語閱讀教學綜合視野的理論，以“為內(nèi)容而讀，為思維而教，為語言而學”和“體驗閱讀過程，感受策略運用”為核心理念，強調閱讀課堂教學是一個綜合而有側重的過程（葛炳芳2015）。閱讀教學中“內(nèi)容、語言和思維”這三個維度始終貫穿于閱讀的始終，自然也體現(xiàn)在讀后活動設計與實施的過程中。

本文結合了在2015年浙江省高中英語課堂教學評比活動中的課例，分別從內(nèi)容、思維、語言三個角度即以綜合視野理論來解讀其讀后活動設計中出現(xiàn)的問題，并探討問題解決的對策。

二、高中英語閱讀教學中讀后活動存在的問題與思考

（一）語言視角

語言是文本內(nèi)容的載體，也是表達思想的載體。語言學習應貫穿于整個閱讀教學中。在讀后活動中，如何從語言視角來判斷其讀后活動有效性，勢必要從語言輸出的有效性上來判斷。Swain（Swain 1985）認為，盡管“可理解性地輸入”對語言學習是必不可少的，但“理解性輸入”本身還不足以導致成功的語言習得，成功的二語學習者不僅需要“可理解性地輸入”，更需要“可理解性地輸出”。

1.語言輸入與輸出的平衡性

研究發(fā)現(xiàn)，有的讀后活動設計缺乏對語言輸入與輸出平衡性的考量。少數(shù)課堂上，教師在讀后活動之前忙于梳理有關信息，整理文本內(nèi)容，對有效的語言輸入關注不夠，這樣便很難為學生在讀后活動中的語言輸出提供有效支架，導致語言輸入與輸出不夠平衡。多數(shù)的參賽教師意識到這種平衡的重要性，在一開始便注重詞匯的初步感知、讀中的再理解、讀后的運用。但是還存在一個現(xiàn)象：在具體實施過程中語言輸入“量”上去了，但學生輸出的“質”卻不盡如人意。如：

在On self-esteem and Sport這篇閱讀文本教學中，在導入時，某教師通過對學生提問（Q：What was your feeling when you came to this new school？）和介紹自己的經(jīng)歷引出一系列詞匯，scary，stressful，self-esteem，fit in，physical active，core，terrific，并在PPT上展示，給出英文釋義。緊接著在讀中讓學生畫出課文中表現(xiàn)主人公感受的單詞，有scary，stressful，angry，worried，sadness，self-doubted等，之后一系列的讀中活動都沒有這些詞匯的復現(xiàn)，直到在讀后活動Group Work中給出填空式問題：

If you feel/are（not）___.I suggest that___，because___.

教師的用意是要學生運用這些語言，這看似與前面的語言鋪墊緊密結合，在讀前和讀中也分別出現(xiàn)了一些學生可以用的詞匯、短語，但事實上，學生在回答這個題目時，用到的語言最多的是unhappy，confident，nervous等這些詞匯。而這些語言在上這次課之前已經(jīng)存在于學生的認知結構中，換句話說，輸出語言知識和閱讀前沒有明顯差異（戴軍熔2011），學生的輸出質量是值得教師深思的。

對此，筆者認為可以嘗試以下措施來避免語言的輸入與輸出在讀后環(huán)節(jié)的不平衡性。首先，教師在讀中，文本信息的處理過程中，提高這些單詞的復現(xiàn)率，即教師在各個教學環(huán)節(jié)過渡及教學環(huán)節(jié)中，有意識地增加其出現(xiàn)的頻率；其次，教師可以用一些同義詞替換，以學過的詞來替換這些新出現(xiàn)的語言，內(nèi)化文本中的語言；除此之外，在讀后活動的實施中，除可以給出句型之外，還可以給出之前輸入時的關鍵詞，以提醒學生學以致用。

2.關注話題語言與功能語言的輸出

在閱讀教學的讀后活動中，教師將關注點放在了語言的輸出上，那么應該輸出什么樣的語言呢？是不是文中出現(xiàn)的新的語言點或者標注的黑體字都需要在這一個環(huán)節(jié)中進行鞏固輸出呢？顯然不是。若是以話題為中心組織語言具有特定的語境要素，能滿足特定交際需要，需要與學生的生活經(jīng)驗和情感體驗有機結合，因而便于學生做到“整進整出”（賴朝暉2013），所以從這一點上看，注重話題語言與功能語言能更好地輸出。

如在On Self-esteem and Sport這篇文章的教學中，教師則較好地進行了話題語言的輸出，group work：Make a suggestion for a friend with low self-esteem in life or study.并給出了相關的支架：Ifyoufeel/are（not），Isuggestthat， because。在這個讀后活動中，該教師將讀中遇到的問題、解決的方法都囊括了進來，將零碎的語言點由一條有主題的線串聯(lián)起來，有利于幫助學生掌握這個主題的語言點。

（二）內(nèi)容視角

內(nèi)容視角即與閱讀文本信息處理相關的視角。讀后活動在于文本信息的再組織、再加工，對文本結構、主要內(nèi)容的全方位把握，使學生對文本的理解更加深刻。

1.讀后活動應與文本緊密相關

閱讀教學中，教師常常把讀中活動作為理解和獲取文本信息的唯一環(huán)節(jié)，而在讀后活動中忽略了該活動與文本內(nèi)容的相關性。試問讀后活動若與文本內(nèi)容脫離了關系，那讀后活動是否還為這堂閱讀課服務？

如在At life’s crossroad這篇閱讀文本的教學中，文章主題為在人生道路上如何做抉擇，如何正確選擇人生道路，關鍵詞應該是choose，option，choice，decision。在讀后環(huán)節(jié)，大多數(shù)教師都選擇了用提問學生自己的經(jīng)歷來完成discussion的讀后活動。如：Who made the decisions for you？Share your own experience with us.等與閱讀文本的話題緊密相關的討論主題。由于是省級課堂教學評比，與日常的常態(tài)課相比，在此方面做得比較到位。

在設計讀后活動時，教師在充分理解本文內(nèi)容的基礎上選擇與文本密切相關的活動進行拓展，如在講述self-esteem這個主題時，讀后活動的主題仍然與描述某個人建立自尊自信的“方向”相關；在講述life crossroads中decision，option，choice時，活動主題也不能脫離“選擇”“重要決定”這些關鍵詞。

2.尊重文本的價值內(nèi)涵

部分課堂在閱讀文本階段“匆匆忙忙趕時間”，而在課堂的最后階段卻用10分鐘左右去做一個讀后活動，從而導致學生對文本的閱讀和理解不充分。教師所追求的是為讀后活動創(chuàng)造更多時間，但是教師應反思的是，學生閱讀如果不夠充分，在教師匆匆“趕”完閱讀中階段，到了讀后階段，即使有時間去討論，學生若在前期對文本把握并不準確或不完整的情況下，讀后活動的實施效果也會大打折扣。同時也可以發(fā)現(xiàn)，幾乎每位教師都將一個“大型”的讀后活動放在了所有閱讀都完成之后，當文本中出現(xiàn)有深層價值的語段時，教師便匆匆以一個問答題的形式完成，忽略了對文本價值內(nèi)涵的尊重。

在Self-esteem文本的教學中，幾乎所有教師都采用了小組討論的讀后活動，即討論自己或朋友中遇到low self-esteem時如何解決這個問題。某教師的讀后活動為Group Work：What are your ways of increasing self-esteem？Why？而在讀前或者讀中出現(xiàn)a core group of good friends，have history with friends和But the battle to fit in wore on me等具有深刻價值內(nèi)涵的詞句時，教師卻沒有進行設問，也沒有幫助學生進行文本內(nèi)容的深層次理解，對文本本身的內(nèi)在價值缺少尊重。

所以在讀后活動的設計中，教師不應該只注重活動形式，為了活躍氣氛而討論，從而忽略活動內(nèi)容、教學目標以及教學活動之間的相關性，更不能忽視對教學內(nèi)容深層意義的挖掘、解讀、探究和拓展。事實證明，并非每一堂閱讀課都要在讀完整個文本后才可以設置一個“大型”的讀后活動。讀后活動也可以安排在讀完一個相對獨立的片斷后進行（葛炳芳2011），一般這個教學片斷或者其中的一句話具有豐富的內(nèi)涵，如對文章的主題有呼應，反映主人公內(nèi)心世界的變化等。

（三）思維視角

一節(jié)課成功與否的關鍵在于教師設計的活動是否激發(fā)了學生的思維，而不是開展了多少教學活動（林才回2008）。大多數(shù)人認為學生連基本的語言也學不好，何談思維。Waters（2006）認為，越是語言水平低的學生，越需要思維性的活動，越需要參與認知上具有挑戰(zhàn)性的活動。英語學科的“思”是學習語言創(chuàng)新思維能力，即邏輯性思維、批判性思維和創(chuàng)造性思維的技能，其中，批判性思維在語言意義的評判中發(fā)揮重要作用（黃遠振等2014）。批判性思維技能包括判斷推理、質疑解疑、求同辨異（求同思維和求異思維）、評價預測（黃遠振、蘭春壽、黃睿2014）。讀后活動是在理解了文本表層含義后進行的，可以進一步理解體會文本，并對文本、作者、主人公提出評價的活動環(huán)節(jié)。若此時還是停留在表層信息的理解或者曲解作者寫作意圖的話，這樣的讀后活動是無效的。

1.注重深層意義的理解

在讀后活動中，不難發(fā)現(xiàn)許多教師在教學中多采用小組討論的形式，這時教師的提問十分重要，若是教師的提問還停留在對表層信息的獲取，那么這項讀后活動就沒有起到幫助學生提升思維的作用。如在On self-esteem and Sport這個文本中，要體會主人公思想的轉變，即運動給她帶來了自尊的力量，某教師在讀后設計了這樣一個分享活動：Faced with low self-esteem，what will you choose to be your soccer？Why？學生通過自身經(jīng)歷體會作者的心情改變，當然他在描述自身前后改變時，用到的詞匯意義是相反的，前面是消極詞匯，后面是積極詞匯，其實在某種程度上來說，學生能意識到這一點，就是在積極地思考，而不只是停留在表層信息的獲取上。

教師在引導學生閱讀文本時所涉及的問題是至關重要的，并且要善于追問，如What’sthepurpose of the passage？What is the author’s idea？How about your idea？先問作者，問主人公，然后延伸到自己的經(jīng)歷，問自己。教師不僅僅將教學內(nèi)容停留于作者的想法，主人公的想法上，更多地要學生說出自己的想法和經(jīng)歷，即求同辨異，判斷推理，閱讀讀后活動作為思維碰撞的環(huán)節(jié)，應引導學生去探尋文本背后的“言外之意”。

2.提供學生推測和評價的機會

讀后階段，需要學生通過之前的閱讀，對閱讀文本有基本的理解。讀后活動的設計多是以小組討論和作報告的形式出現(xiàn)。比如，教師提問時，有的學生就拿起書本找答案，這便是認為在書中可以找到問題的答案。這時教師若給學生創(chuàng)造自己獨立思考和對作者的寫作意圖進行預測、質疑、評價的機會，學生在讀后活動中便有了思維的提升。預測是指在對文本信息有了理解后，加入自己的觀點，來揣摩作者意圖，而在預測的同時，免不了對作者的寫作目的、方法、措辭、篇章結構進行質疑和評價，可以正面評價，也可以負面評價，若是負面的，也可以給出修改的意見。

如在At Life’s Crossroads的教學中，某教師的讀后活動為：

Your ending：We spend a lot of our time wondering about what path to take in our lives.This experience taught me that______.

即進行最后一段的閱讀之前，讓學生在閱讀前面文本的基礎上，自己續(xù)寫結局，出乎意料的是，學生在實際操作中將自己的想法說得頭頭是道，甚至有的學生與文本本身的conclusion十分相似，在很大程度上，較為準確地預測了作者的寫作意圖，并且與主人公產(chǎn)生了強烈的共鳴。

教師在讀后活動的設計與實施中，要為學生創(chuàng)造能夠推測、預測、評價、質疑的機會，不只是在讀后活動中討論述說自己的經(jīng)歷，而應該是對文本進行深層次的思考。

結束語

讀后活動是閱讀課堂教學不可缺少的重要環(huán)節(jié)。讀后活動是語言、內(nèi)容、思維輸出和反饋的過程，教師應當以綜合視野來衡量讀后活動。它既能引導學生深入理解文章的篇章結構和思想內(nèi)容，又能有助于學生對文本中的語言有效吸收和運用，還要使學生深層次地、批判性地理解課文，為了文本的這三個方面使語言得到內(nèi)化和遷移。因此，讀后活動是閱讀教學的重點，精心設計好這個階段的教學任務對一節(jié)閱讀課的成功起著非常關鍵的作用。當然，有效的讀后活動設計與實施最終的落腳點還要與閱讀文本有著緊密聯(lián)系，不能為了讀后活動而做讀后活動，話題討論的指向性還在文本主題上。

在閱讀教學的讀后活動中，雖然從三個角度分別來闡述讀后活動的有效性，實則這三者是息息相關，不能孤立存在的。思維需要語言作支撐，需要內(nèi)容作基礎，更需要時間去體驗（葛炳芳2013）。當然，在讀后活動的設計中，教師要努力把文本內(nèi)容、語言、思維三者的關系更好地融合起來。

引用文獻

戴軍熔，鄭春紅，朱雯，吳璇.2011.英語閱讀教學中的讀后活動：設計與實施［M］.杭州：浙江大學出版社.

葛炳芳.2011.外語教師的專業(yè)成長：閱讀教研與行動改進［M］.杭州：浙江大學出版社.

葛炳芳.2013.英語閱讀教學的綜合視野：內(nèi)容、思維和語言［M］.杭州：浙江大學出版社.

葛炳芳.2015.英語閱讀教學的綜合視野：理論與實踐［M］.杭州：浙江大學出版社.

黃遠振，蘭春壽，黃睿.2014.為思而教：英語教育價值取向及實施策略［J］.課程·教材·教法，（4）：63-69.

賴朝暉，劉曉燕，賴軼璇，葉未翔.2013.英語閱讀教學中的語言處理：感知與運用［M］.杭州：浙江大學出版社.

林才回.2008.高中英語閱讀讀后活動設計的問題與思考［J］.中小學外語教學（中學篇），（4）：35-40.

Swain，M.1985.Communicative competence：Some roles of comprehensible input and comprehensible outputin itsdevelopment［C］//In Gass，S.&C.Madden （Eds.）.Inputin SecondLanguageAcquisition.Rowley，MA：Newbury House.

Water，A.2006.Thinking and Language Learning［J］. EnglishLanguageTeachingJournal，（4）：319-326.

作者信息：321004，浙江金華，浙江師范大學外國語學院

附錄1：

該材料用于2015年4月9日開課，金華艾青中學高二學生使用，但在實際比賽中，參賽教師根據(jù)學生水平以及自己對原始材料的理解，對此進行改編。

On Self-Esteem and Sport My dad was in the Air Force.When I was a kid，we moved every few years.That meant a lot of good-byes.It also meant getting used to a whole new community and a whole new school each time we moved.It was scary because I was really shy.I can still feel what it was like to have to walk into the new school—that sinking feeling in my belly，that lump in my throat.All the kids already knew each other.It would always take time for me to learn how everything worked，what was cool and what was not. It was always a struggle to find where I fit in—never a fun struggle either.

Feelings happen.Sadness，anger，stress，worry，nervousness，and all other emotions are normal.It’s what makes us human.But the emotion commotion can hit girls especially hard during the teen years. Changingbodies，changingfriends，changing schools，and just growing up can make life confusing and hard.It’s totally normal.

But the battle to fit in wore on me.Already shy，Ididn’thavemuchself-confidenceinmy friend-making abilities.I was the girl walking in the halls with her head down，fidgeting.I would check my clothes and hair every two seconds.When I spoke，you could hardly hear my soft voice.I was nervous and doubted myself a lot.

It’s a fact—girls are likely to face a drop in self-esteem during the teenage years.That means all those feelings about self-worth and competence take a big hit.I think part of that is due to wanting to fit in.And part of it is due to what girls see in the media.We are bombarded with nasty messages in videos，magazines，and television—about how girls are“supposed”to be.

Low self-esteem might lead to some very serious consequences.Have you heard the statistics？Before graduating high school，nearly one out of every three girls will experience depression，anxiety，or eating disorders—almost twice the rate of boys.Now that’s scary！

It was very hard not having a history with everyone else.I was an outsider.But what I did have was soccer.Wherever I went，I knew that I could fit in with the soccer ball.The soccer team meant a familiar place and immediate friends for me.I could express myself on the field.Playing hard helped to get rid of all my nervousness.Girls who play sports and are physically active are more likely to feel good about themselves.And that goes for all kinds of physical activities，from yoga to basketball.Even today，I am not confident all the time.I still think about getting people to like me.When I start feeling like that，I just call my mom or sister or a friend and talk about it.Or I’ll do things that make me feel good，like exercising，cooking，or reading.

There are always going to be things that make you nervous and uncertain.That’s life.And even in my lucky life，I still have those feelings—at the beginning of the new sports season，when meeting new people，or making important decisions.I keep a small，core group of really good friends.Most have been my teammates for years.We have shared a lot together.They have seen the good，the bad，and the ugly sides of me，and they still accept me.They have taught me that it’s how you treat others that makes you valuable in life.I guess I have history with friends now.

Throughout our lives，our self-esteem goes down when we feel like a failure，and it goes up when wefeelsuccessful.Doingsomethingwell，being praised，and feeling loved goes a long way.We all need to explore opportunities where we can be good at something and feel good about ourselves.Physical activity and sport participation is a terrific way to build up your sense of self-confidence and self-worth. You get to set goals for yourself，you get challenged，you feel good about your accomplishments，and you learn that after today’s failure—there’s tomorrow’s chance.

附錄2：

該材料用于2015年4月10日上午開課，金華艾青中學高一學生，但在實際比賽中，參賽教師根據(jù)學生水平以及自己對原始材料的理解，對此進行了改編。

At Life’s Crossroads

In 1989，fresh outofschool，Ihad theintimidating task of choosing a career path before college started in three months.In those days in Pakistan，there were limited options：becoming a doctor or an engineer，or entering the corporate world after getting a business degree.I wasn’t interested in engineering，so that left medicine or business.I couldn’t decide.

Myuncle，oneoftheeldersinthefamily，suggested that I do a work placement to gain experience for a month in a multinational company followed by a month in a hospital.After that，I could make a decision.It seemed like a brilliant idea.

I was accepted for a month’s observatory placement at a foreign bank in Karachi.I tagged along with the sales and marketing people，and got a feel for how the world of finance functioned.I liked the professionalism，made new friends，and generally enjoyed the mostly easy-going work surroundings.

The month passed rapidly，and soon I began my stint at a leading hospital in Karachi.The experience couldn’t have been more different.The hospital had an intense environment，with the buzz in the wards contrasting with the eerie silence of the intensive care unit.The doctors were in a constant rush.

The days started early（at 7 am，compared to 9 am at the bank），and were filled with attending rounds，watching blood samples being taken，and rushing around with the team to the ward，intensive care and clinics.It seemed that everyone was always busy，that there was always work to be done.

While I saw a good number of patients getting well and being discharged，I also witnessed a 16-year-old die.The family’s grief was difficult to handle.

And the night duties！Also known as night calls，they were essentially a 36-hour shift.This was insane，working all day，through the night，and again the next day.

I began thinking about my two experiences.The bank had offered a more relaxed atmosphere，better working hours and less stress.The hospital was full of excitement，and unpredictability，but the studying and training was tough.It seemed that the business option was going to win out.

Near the end of my month at the hospital，I was driving home after a particularly hectic night call.In front of me was a public bus，with college students sitting on the roof，clinging to a small metal railing. As the driver weaved through traffic，I could see the boys shaking from side to side.

Suddenly，a boy tumbled off the back of the bus.He hit the road face down，bounced once，and rolled over.He lay motionless in the middle of the road as the bus sped away.

The cars directly behind the bus braked to avoid the boy，but none stopped.Part of me understood if he died，it would mean police involvement and unnecessary problems.In fact，I felt the same urge to keep going，but the urge to stop and help was stronger.I knew that if the boy was bleeding into his brain，he could die in a matter of minutes.He had to get to hospital quickly.

I stopped my car and carefully examined the boy，who appeared to be about 20.His face was covered in blood he had a large gash on his forehead and another above his right ear.There didn’t seem to be any other injuries.I tried to apply pressure to the cuts to stem the bleeding but to no avail.With the help of some bystanders，I lifted his unconscious body into the back seat of my car.

I asked a couple of men to accompany me，butthey shrank away from further involvement.I jumped in the car and raced back to the hospital.On reaching the emergency entrance，I shouted，“Head injury！”Paramedical staff whisked the boy into the emergency room，while I gave a quick history to the on-call doctor.

After a preliminary examination，the doctors determined that he was most likely bleeding into his brain.His family was contacted，and he was wheeled into emergency surgery.Since I wasn’t allowed into the operating room，I drove home，exhausted and troubled，the blood on my back seat serving as a reminder of my harrowing experience.

The next day，I went to the operating room to find out what had happened.A surgical aide said that a blood vessel had ruptured in the boy’s skull.The clot had been removed，the bleeding stopped，and the boy was recovering in the ward.

After learning that his name was Asif，I went to see him.His head was in a bandage，and there was excessive swelling around his eyes，but he was conscious.Asif’s parents，grandmother，brothers and sisters were sitting around his bed.The doctor introduced me as the“person who saved your son’s life”.

Everyone got up，with grateful smiles on their faces.The mother held my hands to her face and started weeping.“Son，you are an angel，”she repeated over and over in Urdu.After consoling her，I went over to Asif.He managed to smile and squeeze my hand.No words were spoken between us none were needed.

What a feeling this was，to help save the life of another person！I spent the rest of the day in a state of exhilaration，the most fabulous mood I had ever experienced.Driving home that evening，I knew what I wanted to do for the rest of my life.Two months of placements could not do what 30 minutes helping an accident victim had done for me.

I enrolled in college for my medical studies and am now an assistant professor and practise as a specialist gastroenterologist in Karachi.I never saw Asif again，but I was told that he made a complete recovery.

We spend a lot of our time wondering about what path to take in our lives.This experience taught me that sometimes，you don’t really have to worry about the big decisions.At times，these decisions are made for you and that whatever happens is always for the best.