陳麗芳 袁丹純

深度學習是指學習者深度投入學習過程，深度加工知識，并將深度理解的知識進行遷移應用，最終實現深層次的學習體驗、高層次的思維能力發(fā)展的過程。郭華（2021）總結提煉了深度學習的五個特征：活動與體驗、聯想與結構、本質與變式、遷移與創(chuàng)造和價值與評判，并以此來判斷深度學習是否發(fā)生。王薔（2021）在此基礎上補充了“內化與交流”這一特征，強調學生需要圍繞主題和新的知識結構開展以描述、闡釋、交流等實踐活動為主的內化活動，以實現深度學習，達到促進知識向能力、能力向素養(yǎng)轉化的目的。

英語學習活動觀是指學生在主題意義引領下，通過學習理解、應用實踐、遷移創(chuàng)新等一系列活動，在已有的知識基礎上，通過不同類型語篇的學習，在創(chuàng)造性地分析和解決各種問題的過程中，發(fā)展自身的多元思維、培養(yǎng)文化意識和提高學用能力?；顒佑^的提出為實現深度學習提供了有效實施路徑。圖1為英語學習活動觀和深度學習的關系圖。

本文以新人教版高中英語選擇性必修第一冊第二單元“Looking into the Future”的同主題拓展語篇“First Impressions”閱讀教學實踐為例，具體探究在閱讀教學中如何實踐英語學習活動觀，促進深度學習。

該文是一篇日記型的應用文，主要講述Li Qiang時空旅行前、中、后的所見所聞。其主題語境是人與社會，展現了科技發(fā)展與信息技術創(chuàng)新，體現科學精神。語篇圍繞未來的生活展開，需要實現的單元目標是“預測未來的世界”，以建構正確的未來觀。經過本堂課的學習，學生能夠：（1）獲取文章主要內容，借助思維導圖梳理文章脈絡;（2）運用所學詞匯和句型表達對未來的暢想和自己的感受;（3）深度分析文本，讀懂文本深層含義，理解作者態(tài)度和意圖;（4）客觀看待未來生活，激發(fā)學生愛護環(huán)境，創(chuàng)造美好未來的意識;（5）聯系實際，表達自己對未來的看法以及對未來的新認知。

一、學習理解類活動

教師創(chuàng)設情境，提出問題：Life today is totally different from the past. Do you want to know how people lived a thousand years ago， especially the people in Zhongshan， Guangdong？ 播放視頻，滿足學生的好奇心，引導學生思考當下生活與過去的不同。通過問題“What will life be like in 1000 years？ ”引出話題：Life in the future.

Activity 1：Fill in the gaps according to the structure of the text.

學生填寫段落結構圖，培養(yǎng)速讀能力，把握文章結構。

Activity 2：Read in details and answer the following questions.

1）Whats time lag？

2）How did he feel at first in Para. 1？ And any changes？ Find the evidence and underline them.

3）How did he feel during the journey in Para. 2？

4）What is the function of the last sentence in Para. 2？

5）How did he feel when he was surrounded with thin air？ Did he feel better later？

6）Read Para. 3 and find out the advantages and disadvantages of hovering carriage. Fill in the blanks with some key words.

7）Whats the function of the first sentence in Para. 4？

8）How did he feel when he was in the house？ Find some evidence to support your idea.

借助層層遞進的問題鏈，激發(fā)學生的關聯性思考，促進學生對文本的深度理解。

Activity 3：Summarize the whole text.

補充全景結構圖（圖略）。

二、應用實踐類活動

Activity 4：Retell the story in your own words. The following are the sentences and phrases that may help you.

Before the journey， I still cannot believe that... take up....? Worried...， I was..... However， Wang Peng gave me some .... “Future Tours”transported me safely into ...in a....

During the journey， we climbed in through ....and the seats were.. After a calming drink， we felt.... and close... A few minutes later， we had.... In...

After the journey， I found that the air was... and my head... I put on...? In no time， I felt... and I was...

I saw ...... and I could fly... however， it was...

Later， I went to a ... it has many .......， which made me ..... Exhausted， I slid into ...and ...

通過復述引導學生內化所學的語言與結構，再創(chuàng)造性地輸出，培養(yǎng)語言表達能力和邏輯思維能力。

三、創(chuàng)新遷移類活動

Activity 5：Analyze the writing features.

The structure of each paragraph is? ? ? ? ? ? ? ? ? ? ? .

Write down words that express Li Qiangs feelings.

Activity 6（group work）：Imagine and speak.

Suppose you were Li Qiang， and you saw the following items（pictures）the next day. Choose one to describe and express your feelings with more than 4 sentences. Work in pairs. Try to use your imagination and pay attention to the general specific structure in your description.

You may begin like this：

“The next day， Wang Peng showed me into ....（the place）”

“The next day， Wang Peng showed me ....（sth.）”

Words and sentences structures for your reference.（略）

通過小組合作的方式進行體驗、感悟學習，引導學生深度思考并勇于表達，培養(yǎng)他們的想象力、創(chuàng)造力等高階思維。

Activity 7（Homework）：Write a letter.

Suppose you were Li Qiang， continue to write an e-mail to your parents about the visit to a school of 3008 the next day and express your feelings by using your imagination with more than 100 words.

在英語學習活動觀的指導下，筆者首先用思維導圖和問題鏈的方式引導學生縱觀理解全文的篇章結構。接著設置情境任務，將閱讀、口頭表達和寫作結合起來，以讀促說，以讀促寫。最后將閱讀中學到的篇章結構和句型運用于新的情境中，提高學生現學現用、活學活用、鞏固知識和開發(fā)知識的運用能力，同時激發(fā)想象力和創(chuàng)造力，培養(yǎng)高階思維，有效促進深度學習，落實學科素養(yǎng)。

注：本文系廣東省教育科學規(guī)劃課題“普通高中英語教學共同體的構建研究”（課題批準號：2020YQJK230）階段性成果，及中山市2018年度一般課題“高中英語文學閱讀思維型教學的校本研究”（立項編號：B2018150）的階段性成果。

責任編輯 魏文琦