吳娟娟

【問題導(dǎo)讀】

讀后續(xù)寫要求我們依據(jù)原文材料的內(nèi)容和所給段首句進(jìn)行續(xù)寫，寫出一篇與給定材料有邏輯關(guān)系且情節(jié)和結(jié)構(gòu)完整的短文。讀后續(xù)寫能否拿高分某種程度上取決于故事情節(jié)的構(gòu)思是否有效，是否合理。續(xù)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(xiàn)除了學(xué)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(xù)寫內(nèi)容不是獨立存在的，它是已有敘事情節(jié)的延續(xù)，這就要求我們在主題、情感、人物和事件等方面與已有情節(jié)保持一致；另一方面，續(xù)寫內(nèi)容主要集中在情節(jié)的高潮和結(jié)局部分，此部分的故事情節(jié)跌宕起伏，節(jié)奏多變，故而本身難度大。在讀后續(xù)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(fā)我們對故事預(yù)測和分析問題的興趣，還能加強(qiáng)續(xù)寫情節(jié)與原文在語言、情節(jié)和情感上的邏輯協(xié)同性。

【名師導(dǎo)學(xué)】

問題鏈?zhǔn)侵竼栴}與問題之間的精心連接與遞進(jìn)，是教師在教學(xué)過程中針對學(xué)生現(xiàn)有水平和教學(xué)內(nèi)容提出的一系列層層遞進(jìn)、環(huán)環(huán)相扣的串聯(lián)式問題。續(xù)寫問題鏈?zhǔn)菄@原文和所給段首句設(shè)置的一系列由淺入深的追問，從而形成嚴(yán)密而有節(jié)奏的“讀—思—問”過程。設(shè)置環(huán)環(huán)相扣的續(xù)寫問題鏈，首先需要深度解讀原文，再厘清故事脈絡(luò)，把握故事內(nèi)涵，提煉文本主題后仔細(xì)解讀所給兩個段首句，循序漸進(jìn)地指向情節(jié)發(fā)展主線?；诖耍瑔栴}的設(shè)置應(yīng)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(dǎo)性問題提取記敘文的基本要素，梳理文本，為預(yù)測情節(jié)提供背景依據(jù)。常見的設(shè)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(nèi)在沖突，才能抓住故事的情節(jié)發(fā)展主線。常見的設(shè)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(lǐng)故事情節(jié)發(fā)展的主要環(huán)節(jié)。我們可以通過預(yù)設(shè)結(jié)局，結(jié)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(yù)測情節(jié)的發(fā)展、高潮與結(jié)局。常見的設(shè)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(xù)寫的風(fēng)向標(biāo)，決定著故事的發(fā)展方向。正能量結(jié)尾是學(xué)科育人價值的體現(xiàn)。把握住這兩點才能確保續(xù)寫情節(jié)在邏輯和思想上與原文保持一致。常見的設(shè)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(guān)鍵信息后，設(shè)置有關(guān)行為、情感和結(jié)果等能引領(lǐng)故事發(fā)展的問題，預(yù)測情節(jié)。續(xù)寫第一段的內(nèi)容往往是故事的高潮，我們需要利用段首句合理推測相關(guān)人物解決問題的具體方式和實施過程。在把握好續(xù)寫方向并明確核心沖突的解決方法后，我們可以分別根據(jù)兩個段首句的信息進(jìn)行步步緊跟、環(huán)環(huán)相扣的追問，推理出合理的故事情節(jié)。常見的設(shè)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 characters action？

Q13： What was the result？

【案例導(dǎo)引】

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)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 alocal farm every October. In the pumpkin field， I compete with my three brothers and sisterto seek out the biggest pumpkin. My dad has a rule that we have to carry our pumpkinsback home， and as the eldest child I have an advantage—I carried an 85pounderback lastyear.

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

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

My excitement was shortlived.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 giveit somewhere to rest. It was only when I tried to remove my head that I realized getting outwas going to be less straightforward than getting in. When I pulled hard， my nose got in theway. I got into a panic as I pressed firmly against the table and moved my head aroundtrying to find the right angle， but it was no use.“ I can't get it out！” I shouted， my voicesounding unnaturally loud in the enclosed space.

注意：續(xù)寫詞數(shù)應(yīng)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(jìn)已取出瓤的南瓜里，結(jié)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(fā)到網(wǎng)上，這件事成為“我”一次難忘的經(jīng)歷。

二、首句問題鏈

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

參考范文

Paragraph 1：

I was stuck for five or six minutes though it felt much longer. Inside was full of my anxiousbreath. How I wished I had not acted so foolishly！ Noticing my repeated efforts but invain， Jason darted out of the kitchen and turned to Dad for help. Seeing me trapped in suchan awkward situation， Dad was unexpectedly surprised at first， but soon surprise transformedinto laughter. He tried many approaches， and eventually managed to get my headout by carefully cutting the pumpkin open with a knife. Just when I felt relieved to be freedfrom 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. Myemotions were so conflicted between whether I should be happy or sad. But then I saw somecomments from netizens saying that the video had lifted their mood and brought them muchlaughter. Their words brought warmth to my heart and it was then that I could let my embarrassmentgo. Now I felt lucky that I could add joy and fun to this festival for everyone andhave a family full of love and pleasure.

【模擬導(dǎo)練】

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

（2022年新高考Ⅰ卷）It was the day of the big crosscountryrun. Students from sevendifferent primary schools in and around the small town were warming up and walking theroute （路線） through thick evergreen forest.

I looked around and finally spotted David， who was standing by himself off to the sideby a fence. He was small for ten years old. His usual big toothy smile was absent today. Iwalked over and asked him why he wasn't with the other children. He hesitated and thensaid 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 wasdoing the right thing. After making sure that David could run if he wanted， I turned to findhim coming towards me， his small body rocking from side to side as he swung his feetforward.

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

注意：續(xù)寫詞數(shù)應(yīng)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(dǎo)思】

1. 我續(xù)寫的內(nèi)容是否緊扣文章主題？我又是如何回應(yīng)主題的？

2. 續(xù)寫這篇文章的時候，我提出了哪些能推動情節(jié)發(fā)展和豐富故事節(jié)奏的問題？我是如何提煉這些問題的？

3. 在結(jié)尾處，我運(yùn)用了哪種方式呼應(yīng)開頭并凸顯主題意義？