【摘要】黃遠(yuǎn)振教授英語讀思言模型構(gòu)念包括讀（閱讀、導(dǎo)讀、默讀、朗讀）、思（思考、思索、探究、交流）、言（表達(dá)、說和寫表達(dá)技能、說或?qū)懙乃季S產(chǎn)品）。而高中英語讀后續(xù)寫是新高考的考試作文題型，以記敘文故事類文章或者夾敘夾議類文章為主，故事線索的邏輯性比較強。以讀促寫有意識地培養(yǎng)學(xué)生的創(chuàng)造性思維能力;以例導(dǎo)寫，讓學(xué)生有例可循，提高寫作能力。本文分析高中英語讀后續(xù)寫的要求，設(shè)計目的和評分標(biāo)準(zhǔn)，以一堂讀后續(xù)寫課為例，探究如何在高中英語教學(xué)中展開讀后續(xù)寫。提出教師應(yīng)引導(dǎo)學(xué)生通讀文本，分析人物性格，確定故事的主要脈絡(luò);結(jié)合續(xù)寫段落給定句子的開頭，確定故事走向;平衡文本中給定的畫線詞，確定故事情節(jié);結(jié)合故事情節(jié)，升華主題。在此基礎(chǔ)上，揭開高中英語讀后續(xù)寫的奧秘。

【關(guān)鍵詞】讀思言;高中英語;讀后續(xù)寫;以例導(dǎo)寫

【作者簡介】黃志強，福建省泉州市泉州第六中學(xué)。

黃遠(yuǎn)振教授的讀思言理論依據(jù)是閱讀學(xué)、思維學(xué)和語言學(xué)。本文主要解析如何利用“讀思言”+教學(xué)路徑，根據(jù)文本內(nèi)容，聚焦“思”的設(shè)計：以“思”為著力點，提出個性化可操作方法。

首先，我們先來分析讀后續(xù)寫的考綱說明。提供一段350詞以內(nèi)的語言材料，原文多是情節(jié)豐富的記敘文或者是夾敘夾議類文章，要求考生依據(jù)該材料內(nèi)容、所給段落開頭語和所標(biāo)示關(guān)鍵詞進(jìn)行續(xù)寫（150詞左右），將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文。

其次，我們一起來探究高中寫作新題型讀后續(xù)寫要考查學(xué)生什么能力。高中讀后續(xù)寫旨在以讀為輔，以寫為主，目標(biāo)是學(xué)生的綜合語言運用能力，主要體現(xiàn)在四個方面：1.把握短文關(guān)鍵信息和語言特點的能力;2.語言運用的準(zhǔn)確性和豐富性;3.對語篇結(jié)構(gòu)的把握能力;4.創(chuàng)造性思維能力。

最后，我們一起來了解高考對讀后續(xù)寫的評分標(biāo)準(zhǔn)。第五檔作文（21-25）：1.與所給短文融洽度高，與所提供各段落開頭語銜接合理;2.內(nèi)容豐富，應(yīng)用了5個以上短文中標(biāo)出的關(guān)鍵詞語;3.所使用語法結(jié)構(gòu)和詞匯豐富、準(zhǔn)確，可能有些許錯誤，但完全不影響意義表達(dá);4.有效地使用了語句間的連接成分，使所續(xù)寫短文結(jié)構(gòu)緊湊。

那么，我們要怎么指導(dǎo)學(xué)生寫出高分作文？顯然要按照讀后續(xù)寫的評分標(biāo)準(zhǔn)，結(jié)合黃遠(yuǎn)振教授的讀思言理念，在日常教學(xué)中著重訓(xùn)練學(xué)生的 Reading（記敘文閱讀理解能力）、Thinking （由讀到寫的思維能力） 和 Writing（記敘文書面表達(dá)能力）。

接下來，筆者以自己的一節(jié)公開課為例，讀思言問題導(dǎo)向的讀后續(xù)寫，闡述如何以例導(dǎo)寫？并希望借此揭開高中英語讀后續(xù)寫的奧秘。

一、讀透材料，以例導(dǎo)寫

首先，大概用8分鐘到10分鐘的時間進(jìn)行文本材料的閱讀，讀透了才能寫得好。

Beauty in Your Eyes

The park bench was deserted as I sat down to read beneath the long branches of an old willow tree. I was deserted. Endless quarrels with my family had left me nowhere to go but this desolate（荒涼的）corner of the park. As I sat on the bench， things happened recently began to flash through. Days seemed months to me recently. No cozy home to stay. No happy memories with family. No considerate family members to talk to. Even the book I was reading was no fun. Not content with life， I had a good reason to frown， for the world was intended to drag me down.

And if that weren't enough to ruin my day， a young boy out of breath approached me， all tired from play. He stood right in front of me with his head leaning down and said with great excitement， “Look what I found！” In his hand was a flower. What a pitiful sight， its petals（花瓣） were all worn——not enough rain， or too little light. He must have picked the flower from somewhere shady and sunless， just like where I was staying these days. I couldn’t help being self-pitying. Wanting him to take his dead flower away and go off to play， I faked a small smile and then looked away. “Why couldn't everyone just leave me be！” I thought to myself， upset and depressed.

But instead of leaving， he sat next to my side and placed the flower to his nose and declared loudly with certainty， “It sure smells pretty and it must be beautiful， too. That's why I picked it; here， it's for you.” The weed before me was dying or dead， not bright of colors， orange， yellow or red. But I knew I must take it， or he might never leave. So I reached for the flower， and replied， “Just what I need.” Again， instead of placing the flower in my hand， he held it mid-air without reason or plan. Curiosity drove me to look into his eyes. Blue as the sea， there is no color of light in his beautiful eyes.

續(xù)寫要求：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右;2.至少使用5個短文中有下劃線的關(guān)鍵詞語;3.續(xù)寫部分分為兩段，每段的開頭語已為你寫好;4.續(xù)寫完成后，請用下劃線標(biāo)出你所使用的關(guān)鍵詞語。

Paragraph 1

It was then that I noticed for the very first time that the boy could not see： he was blind.

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For all of those times I myself had been blind towards the world around me.

首先，以讀思言的思維導(dǎo)圖的形式畫出記續(xù)文六要素。

接著，分析本文的故事情節(jié)。

The plot（情節(jié)）of the story

Who ：The author; a blind boy

when ：One day after quarrels with my family

Where：In a park ;on a deserted bench

What： I sat down on a bench to read

A boy gave me a dead flower

Why： He thought this flower was beautiful .

How： ？

Main idea： As I sat down on a deserted bench to read， a boy approached me and gave me a dead flower，which he thought was beautiful.

二、分析續(xù)寫的兩段首句，進(jìn)行情節(jié)設(shè)定。在情節(jié)設(shè)定時，要邏輯合理，有多種選擇時，擇優(yōu)而選，傳播正能量

第一段段首句分析與情節(jié)設(shè)定。

第一段首句：正是在那時我第一次意識到這個小男孩兒是盲人。

那么，當(dāng)作者突然意識到小男孩兒是盲人的時候，她的情感發(fā)生什么變化？我們可以通過自己提出如下四個問題推動故事情節(jié)的發(fā)展。

Q1： How would I feel after knowing that the boy couldn't see？

Q2： What would I do with the boy's flower？

Q3： What would the boy do or say afterwards？

Q4： How would I feel about it？

第二段段首句分析與情節(jié)設(shè)定。

第二段首句：這些年來，我一直對我周圍的世界視而不見（“瞎”）。

同理，我們也還是走情感路線，自己提出如下三個問題：

Q1： Why would I say I was blind？

Q2： What would I learn from the little boy？

Q3： How would I feel about my life later？

三、透過文本材料的故事情節(jié)，續(xù)寫的結(jié)尾要進(jìn)行主題升華

作者和家人在家里無休止地爭吵，心情壓抑，一個人獨自到公園里散心。但是內(nèi)心的沮喪使她覺得周圍的環(huán)境也是一片荒蕪，內(nèi)心的凄涼也使她無心讀書。甚至當(dāng)盲人男孩兒拿著一朵花贈送給她的時候，她都覺得男孩子是在故意打擾自己。但是當(dāng)作者發(fā)現(xiàn)男孩子是盲人的時候，花雖早已枯萎，但是男孩依然覺得很美。作者的內(nèi)心起了巨大的波瀾。她終于意識到一切都是她自己的問題。真正“瞎”的是她的內(nèi)心，導(dǎo)致自己忽略了生活中的美。在續(xù)寫部分，旨在通過學(xué)生的續(xù)寫內(nèi)容升華文本，弘揚積極樂觀向上的生活態(tài)度，從而落實立德樹人根本任務(wù)，促進(jìn)學(xué)生的德智體美勞全面發(fā)展。

四、范文參考

Paragraph 1：

It was then that I noticed for the very first time that the boy could not see： he was blind. I heard my voice trembling. Tears shone like the sun as I thanked him for picking the very best flower. “You're welcome”， he smiled， and then ran off to play， not realizing the impact he'd had on my day. I sat there and wondered how he managed to see a self-pitying woman beneath an old willow tree. How he know of my self-indulged plight（困境）？Perhaps he'd been blessed with true sight from his heart by God.

Paragraph 2：

For all of those times I myself had been blind towards the world around me. Through the eyes of a blind boy， at last I could see， the problem was not with the world; the problem was me. I decided and promised to see beauty and appreciate every second of my life. Then I held that dead flower up to my nose and breathed in the fragrance of a beautiful rose， smiling like that young boy. Another flower in his hand was about to change the life of an unsuspecting old woman.

綜上所述，“讀思言”的教學(xué)模式確實能夠在一定程度上提高學(xué)生的閱讀、思維和表達(dá)能力。“讀思言”+教學(xué)路徑，讓學(xué)生在實踐的過程中，能夠圍繞文本的要點來設(shè)計有效的問題，能夠更好地推動學(xué)生進(jìn)行積極思考。學(xué)生在讀后續(xù)寫中，不但要有把握文章主題，理清文章脈絡(luò)的能力，還要良好的創(chuàng)造性想象思維能力，能構(gòu)思故事情節(jié)，寫出符合邏輯的故事結(jié)尾，續(xù)寫文章時能擇優(yōu)而選，傳播正能量，也因此能夠?qū)⑵浒l(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文。

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