合作学习模式下批判性阅读教学活动设计及启示——以高中英语批判性阅读《The Simpsons》为例
113
B
04/2018
课例解析／案例 反思
◆广州市第八十六中学 朱霞云
合作学习模式下批判性阅读教学活动设计及启示
21世纪倡导的素质教育，重点强调要培养学生的创造力，而创造力的培养关键在于学生批判性思维能力的培养。然而，我国的传统思维崇尚记忆,受应试教育的影响，高中生通常被动地接受知识，他们很少质疑所学的知识，只是将所获得的知识简单地贮存在头脑中，没有融入自己的思想。这种被动接受式的教学模式助长了学生思维的惰性，同时也禁锢了学生的思想，导致批判性思维活动的严重缺失，创新性思维受到抑制，影响了学习者全面素质的提升。因此,教师要将批判性思维融入到学科教学中。
一、批判性阅读教学活动设计案例及其特点分析（一）批判性阅读教学活动描述1.课前探究性学习。
授课老师选择的题材是曾风靡美国三十年的喜剧动漫连续剧《The Simpsons》，教师事先布置了学生课前探究性任务，要求学生以小组合作的形式，上网查找相关背景材料。课前3分钟，她先播放了《The Simpsons》中的精彩片段作为热身，接着，让学生介绍了影片的背景知识，因课前准备充分，作答的学生胸有成竹，用流利的口语汇报了小组探究成果。
2.课中批判性阅读。
课中，授课老师让学生对材料进行了两次阅读。第一次阅读，要求学生介绍影片中人物的性格特征；第二次阅读，要求学生思考文本框中的问题并在组内分享观点，如：（Para.1）Ever since it was created 30 years ago, The Simpsons, the longest running prime-time TV show in the country, has become part of US life. So when TV critics Alan Sepinwall and Matt Zoller Seitz ranked the 100 greatest comedies and dramas broadcast in the US, it came as no surprise that The Simpsons was their top choice.
（Para.6）The smartest member of the family is daughter Lisa, who excels at school but is no goody-goody ：Lisa never misses an opportunity to challenge authority. The youngest member of the family is baby Maggie, who will likely be as much a trouble as her brother and sister when she grows up—— if she ever grows up, that is.
授课老师通过文本框的形式将问题呈现在各段落中，便于学生聚焦问题的源头；同时，让学生在小组内自主分享，利于培养学生的合作学习能力。
3.读后交流与评价。
在post-reading 环节，授课老师展示了基于小组合作的批判性思维问题（Group-based Critical Thinking Questions），如：（1）The Simpsons has won dozens of awards and it has millions of viewers in America and some other western countries,but it is not so popular in China. What are the possible reasons?
（2）There are many animated TV shows in China, such as Pleasant Goat and Big Big Wolf, Boonie Bears（熊出没）and so on. Will they become as great as The Simpsons? Please comment on them.
授课老师将以上几个问题分别写在纸条上，让各小组抽签后进行组内讨论，同时，任命一个小组学生为评委，让他们分散到各组进行视察，并将该组的表现记录在评价表上，之后，各小组派代表作汇报展示。汇报者能从社会背景、文化价值观等角度对问题进行较深入的阐述，大胆表达自己的观点，给在场的师生带来了惊喜。各小组汇报后，学生评委围绕“语言流畅性、论点鲜明性、论据充分性”三方面进行综合评价。学生评委的点评准确到位、言简意赅，受到了听课老师们的一致好评。（二）特点分析
1.选材的新颖性和设计的巧妙性。
授课教师选择了《The Simpsons》为批判性阅读题材。《辛普森一家》是美国福克斯广播公司的一部动画情景喜剧，该剧通过展现霍默、玛姬、丽莎、巴特和麦琪一家五口的生活，讽刺性地勾勒出了居住在美国心脏地带的人们的生活方式。该片多角度地对美国的文化与社会进行了幽默的嘲讽，被许多评论家视为“有史以来最伟大的动画”。
在本课例中，授课教师选材新颖、善用媒体辅助教学，如：课前三分钟，老师让学生们欣赏了精彩的片断，激发了他们对本文学习的强烈欲望。接着，她抛出了启发学生思维的如下问题：The Simpsons is an animated comedy, but in America, it has been popular with both children and adults for so many years . What are the possible reasons? 这些问题有助于学生在积极的个性化阅读中，通过主体参与、独立探索、反思质疑、分析与评价，很好地调动思维的积极性，从而提升他们的批判性思维能力。
摘 要：批判性思维是21世纪公民必备的七大素养之一。然而，受应试教育的影响，高中生通常被动地接受知识，很少质疑课本知识和老师教授的知识，导致批判性思维严重缺失，创新性思维受到抑制。本文结合我课题组实践，通过高中英语教学案例，探讨合作学习模式下批判性阅读教学活动设计策略，以提升高中生批判性思维及合作学习能力。
关键词：英语阅读；合作学习；批判性思维；活动设计
【中图分类号】G 【文献标识码】B 【文章编号】1008-1216（2018）04B-0113-02——以高中英语批判性阅读《The Simpsons》为例
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英语拓展性课程
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高中英语阅读教学设计案例
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高中英语阅读提高方法之原版小说阅读
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(英语)高考英语阅读理解试题(有答案和解析)
（英语）高考英语阅读理解试题(有答案和解析) 一、高中英语阅读理解 1．阅读理解 Ana, her husband Mario, and their four-year old son Antonio just moved to North Carolina. They need a temporary place to call "home" until they get settled into their new surroundings. So, Ana figured that she had better start looking for an apartment for them to stay in. First, Ana picked up an Apartment Book at her local newspaper stand. The Apartment Book contained listings of all the major apartment complexes in her area. Ana started by looking at the prices in the advertisements for apartments in the Apartment Book. Then, she read about the amenities that each apartment complex offered. For example, some apartments had a clubhouse, a gym (also called a "fitness center"), and a pool. After considering prices, amenities, and locations, Ana found a few apartment complexes that she liked. Ana called the apartment complexes. She set up appointments with the apartment managers to see the apartments she found interesting. Ana made five phone calls, total. "I'll see you then," she said to the fifth apartment manager, and hung up the phone. When Mario got home (to the hotel in which they were staying) from work, Ana showed him the list of apartments. "These look good," he said. "Mommy, let me see," said Antonio, whom Mario had just brought home from childcare. Ana showed Antonio the pictures of the apartments. The next day, while Mario was at work and Antonio was at childcare, Ana visited the apartment complexes. After visiting all five, she found that she liked the fifth one the best. It was near a good school system for her son, and it was near her and her husband's workplace. She went home and discussed it with her husband, and they decided that they wanted to rent the apartment. The next day, they called the manager of the apartment complex and told him that they would like the apartment. The manager asked them to sign a rental contract and pay a security deposit so that if any damage was done to the apartment while they were in it, the security deposit would pay for it. They signed the rental contract and paid the security deposit. Finally, they had a place to stay. （1）Which of the following is not an amenity? A.Clubhouse. B.Fitness center. C.Pool. D.High ceilings. （2）What did Ana consider while looking through the Apartment Book? A.Prices. B.Amenities. C.Locations. D.All of the above. （3）Why is the security deposit needed when people rent a house? A.Because it ensures that a renter will pay the rent on time.
高中英语批判性阅读课探究
高中英语批判性阅读课探究 发表时间：2018-02-26T13:59:48.313Z 来源：《中学课程辅导●教学研究》2017年10月下作者：黄彦林 [导读] 本文以一次公开课为例, 阐述如何将交流互动模型与批判性思维能力的培养结合。 ——以一次公开课为例 黄彦林 摘要：人类有三种阅读模型：自下而上，自上而下和交流互动模型。《英语课程标准》强调高中英语教学应注重批判性思维能力的培养。批判性阅读课的关键在于，基于文本理解基础上的交流探讨，对文章和作者形成自己的观点和看法。本文以一次公开课为例, 阐述如何将交流互动模型与批判性思维能力的培养结合。 关键词：阅读教学；批判性思维；高中英语 一、批判性阅读课设计思路及过程描述 阅读材料是批判性阅读课的重要一环，并不是所有的阅读材料都适用批判性阅读的训练。本次课采用的是人教版英语7(选修)The Innuit Legend of Sedna the Sea Goddess。这篇文章是对 Unit 3, Book 7 主题的一个拓展阅读。它是一个传奇故事，展现古代人民对自然的敬畏以及父辈与孩子沟通的重要性。故事中父亲的角色可有多种解读，情节的发展也比较曲折，因此，学生会有意愿与文本互动，利用已有的背景知识，对文本进行解构与解读。此外，该故事结构清晰，用词到位，句式优美，可用于阅读策略的训练。 本节课针对的是高二下学期的学生。他们已有一定词汇以及阅读策略方面的积累与训练，但在小组合作，交流探索方面仍有提升空间。因此，本节课首先让学生明白传奇故事是什么，激发他们的背景知识图式。而后以问题为引导，让学生猜测文中人物间的关系与结果，并通过阅读印证假设。有了输入，还要有输出。笔者在输出活动中让学生以小组为单位绘制思维导图, 目的是让每位学生都能理解故事，并且激发学生以思维导图，构建知识，复述故事。笔者在学生分组复述故事后，引领他们理解故事的基本结构：背景，发展，高潮，结尾(寓意)。至此，笔者已引导学生进行阅读的扫读、寻读、理解代词指代策略的训练。 教学过程描述：1.教师与学生自由对话，在对话中导入交流与传奇话题。2.让学生带着问题第一次读文本，初步了解人物、关系及情节。而后，小组合作回答细节问题，帮助学生进一步理解文本。3.小组合作完成思维导图，并以组为单位复述故事。 以下是小组复述故事的重现： T: This is a mind map describing the beginning of the story. Follow this and work with your peers to draw your mind maps. Each group is responsible for one paragraph. … S: First of all, this is an island they came to. Sedna found what the island had was grass and seaweeds and animal feathers. After the hunter put off his fur, Sedna found that the hunter isn’t a real man. He is a bird man. But Sedna has no choice. T: Thank you very much! Group 2, please get ready! S: The first picture is describing that Sedna is crying for help, because she found that her husband is a bird man. She never becomes used to the bird man and she cried for her father’s name. The second picture describes her father heard her calling and he begins to feel guilty. He says sorry for that. I will come to save you. He got into his canoe and paddled for days. This is the canoe. He is trying to save his daughter. His daughter was standing on a stone, and looking to find if her father will save her. And she very misses him. I am waiting for you. The last picture, her father picks up her daughter and they come home. This is a happy ending.
《初中英语拓展阅读3》Breakaway 3听力部分录音稿
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