胡欲曉
摘要:本文結(jié)合閱讀設(shè)問實(shí)例,探討了如何設(shè)計(jì)思辨性提問來培養(yǎng)學(xué)生的批判性思維能力。
關(guān)鍵詞:閱讀教學(xué);英語核心素養(yǎng);思辨性提問;批判性思維
中圖分類號(hào):G632.0 文獻(xiàn)標(biāo)識(shí)碼:A 文章編號(hào):1992-7711(2016)07-0118
通過英語閱讀教學(xué),培養(yǎng)學(xué)生核心素養(yǎng),使學(xué)生成為具有批判性思維能力的人是很有意義的工作。學(xué)生對(duì)閱讀文本的深層理解和思維能力的發(fā)展取決于教師對(duì)文本內(nèi)容的把握和解讀,以及在引領(lǐng)思維過程中的問題設(shè)置。因此,教師需要深入解讀文本,挖掘文本所蘊(yùn)含的豐富信息,讀出文本的邏輯關(guān)系、內(nèi)在思想情感,通過設(shè)計(jì)思辨性問題引導(dǎo)學(xué)生去挖掘內(nèi)隱于文字背后的信息,而這類信息通常在文本中沒有現(xiàn)成的答案,需要學(xué)生領(lǐng)悟作者的寫作意圖和品味文本的中心思想,并將自己的生活經(jīng)驗(yàn)與實(shí)際問題相結(jié)合,通過質(zhì)疑、分析和判斷,再闡述自己的觀點(diǎn),從而形成批判性思維能力。
閱讀理解主要分為三個(gè)層次:字面理解、推斷性理解和評(píng)價(jià)性理解。閱讀理解的提問類型大致分為三種:
第一,有關(guān)事實(shí)的提問。
答案在文中一目了然。這類問題涉及文本的大意和細(xì)節(jié)內(nèi)容,其目的是了解學(xué)生對(duì)文本提供的信息和表層意思的掌握。
第二,強(qiáng)調(diào)分析和推理的提問。
其答案隱藏在文中。學(xué)生需要從字里行間推斷文章的弦外之音,體會(huì)作者的內(nèi)心思想、情緒和情感。這類問題指向?qū)W生的分析、綜合和推理能力。
第三,注重觀點(diǎn)想法的提問(思辨性提問)。其答案不在文中。學(xué)生需要理解文本的主旨和內(nèi)涵,并在此基礎(chǔ)上形成自己的感悟和觀點(diǎn)。這類問題直接指向?qū)W生的批判性思維能力。
以大家耳熟能詳?shù)脑⒀怨适慢斖觅惻転槔河嘘P(guān)事實(shí)的提問是Who were the participants in the race;強(qiáng)調(diào)推理的提問是 Why do we expect the hare to win the race; 而注重觀點(diǎn)想法的提問是Whether such a race is likely to occur in reality。
下面將結(jié)合高中英語閱讀課(牛津大學(xué)出版社New Headway Intermediate Unit 9 Family Matters)問題的重設(shè),重點(diǎn)分析如何設(shè)置思辨性問題以及如何訓(xùn)練學(xué)生的批判性思維。
一、原閱讀中的提問
While reading:
Passage 1: Oliver Darrow
1. What does Oliver think of his daughter?
2. What makes him think so?
Passage 2: Carmen Darrow
1. What does Carmen think of her father?
2. What are the things that may cause Carmens dissatisfactions with her father?
3. What do you think of Oliver as a father? Why?
Summary of the two passages:
1. What is Carmens view of her father?
2. What is Olivers view of his daughter?
3. What kind of views are they?
二、重新設(shè)置的六個(gè)問題
Questions for Passage 1: Oliver Darrow
Question 1:
What does Oliver mean when he says at the start of paragraph 2: “-Which I think is a wonderful age for a child.” Why does Oliver think four is a “wonderful age”? What does this tell us about him?
引導(dǎo)學(xué)生深度思考問題時(shí),應(yīng)從文中的細(xì)節(jié)入手,設(shè)置問題要具體、明確。這樣設(shè)置問題的目的是讓學(xué)生關(guān)注揭示文本話題和作者真實(shí)意圖相關(guān)的詞語。因?yàn)镺liver認(rèn)為“對(duì)于一個(gè)孩子來講,4歲是一個(gè)美好的年齡”的想法,表明了他對(duì)Carmen的態(tài)度。 學(xué)生通?;卮疬@個(gè)問題會(huì)直接引用原文中下面的一句話:“that is when they need parents most”。 而經(jīng)過對(duì)文本的深入分析我們發(fā)現(xiàn):Oliver is thinking back to the days before Carmen was a difficult teenager and when she grew apart from him. 所以,學(xué)生的回答是片面的,正確的回答應(yīng)是:Oliver thinks four is a “wonderful age” because it was an age when he and Carmen had a good relationship before it went bad.
在訓(xùn)練學(xué)生批判性思維之初,我們可將這兩個(gè)答案同時(shí)展示給學(xué)生。學(xué)生可通過對(duì)比答案,找出差別。通過對(duì)比,幫助學(xué)生意識(shí)到思考問題的過程需要深入體味作者的情感態(tài)度。
Question 2:
What does paragraph 3 tell us about the relationship between Oliver and his daughter during her school years? Provide specific quotes to substantiate your claims.
設(shè)問目的:讓學(xué)生找到第三段的潛臺(tái)詞——在字里行間中作者如何去表達(dá)父女關(guān)系的現(xiàn)狀,并要求學(xué)生在本段中找出論據(jù)。有的學(xué)生會(huì)根據(jù)字面的意思,做出這樣的回答:She didnt fit in very well. 或是She didnt like her father to make a choice for her. 可提示學(xué)生關(guān)注下列細(xì)節(jié):“she wasnt happy there”和 “she didnt like that either” 這兩句話表明Oliver thinks his daughter is hard to please. 另外, 在“she must have found it boring”和 “she never really said why”中Oliver 的語氣表明他對(duì)女兒放棄的真正原因也不完全了解。這說明Oliver與女兒關(guān)系不親近了,生活中缺少交流,所以他只能去揣摩或猜測(cè)了。
Question 3:
Explain as fully as you can what Oliver thinks of his daughter. Provide quotes from the passage to support your claim.
設(shè)問目的:讓學(xué)生在閱讀完Oliver對(duì)父女關(guān)系現(xiàn)狀的描述后,闡述自己對(duì)整篇文章的理解—文章的主旨大意或核心觀點(diǎn)。學(xué)生有了對(duì)前面兩道題正確的理解和回答后,進(jìn)一步對(duì)文章的細(xì)節(jié)做更加全面的思考、分析和總結(jié);在他們引用原文進(jìn)行說明時(shí),還應(yīng)表達(dá)出這些原文是如何展現(xiàn)作者的內(nèi)心世界:The quotes reveal Olivers disappointment with his daughter and his inability to get through to her. He wants to be friends with his daughter, but he is unable to establish a relationship. 此刻,作為讀者的我們不禁會(huì)產(chǎn)生這樣的一個(gè)想法:Is this partly or mostly his fault?
Questions for Passage 2: Carmen Darrow
Question 4:
What do you think is the real cause of Carmen feeling “miserable” as described in paragraph 2?
設(shè)問目的:讓學(xué)生抓住問題中的關(guān)鍵詞。本題中的關(guān)鍵詞是real。抓住這個(gè)關(guān)鍵詞,the real cause 有利于引發(fā)學(xué)生思考下面的問題:Carmen 的痛苦另有其因,不是文中所提到的She had no friends in the new school or she tried to become an actor like her father; 真正的原因是Carmen felt she was pushed by her father in a direction in which she didnt want to go. Carmen resented this. Carmen felt miserable because she was doing what he wanted and not what she wanted herself.
Question 5:
How would you characterize Carmens feelings for her father? Give examples or quotes to support your claims.
設(shè)問目的:讓學(xué)生對(duì)全文的細(xì)節(jié)再次進(jìn)行評(píng)價(jià)的思維過程,同時(shí)教師也可通過學(xué)生的回答了解他們是否已掌握文章的核心思想和作者的觀點(diǎn)或情感態(tài)度等。學(xué)生通過對(duì)下列關(guān)鍵詞或語義的分析,如 “the best was always what he wanted” , “Im not at all like him”和“He chose my school and I hated it”,可以概括得出:She felt her father was selfish and controlling. Her insistence that she was not like him showed her desire to be apart from him and indicated that she thought he wasnt loving and considerate.
Questions on both Passages
Question 6:
After reading both passages, which writer do you think is more accurate in their description of past events and their point of view of the other person?
這個(gè)問題具有開放性。需充分討論,在交流和分享中鼓勵(lì)學(xué)生陳述自己的觀點(diǎn)和理由。它不僅需要學(xué)生對(duì)文本中作者的觀點(diǎn)、寫作意圖、寫作形式進(jìn)行分析和評(píng)判,而且要對(duì)比和反思作者的立場(chǎng)與情緒,還要利用自己已有的知識(shí)和經(jīng)驗(yàn)對(duì)同一問題進(jìn)行多方位、多角度的思考,逐漸形成自己的判斷和觀點(diǎn),從而在實(shí)踐中鍛煉批判性思維能力。
三、培養(yǎng)學(xué)生批判性思維能力的策略
1. 激勵(lì)求異,引導(dǎo)質(zhì)疑。在教學(xué)中,教師應(yīng)給學(xué)生提供寬松、自由的學(xué)習(xí)氣氛和環(huán)境,對(duì)學(xué)生的奇思妙想采取接納和欣賞的態(tài)度。激發(fā)鼓勵(lì)學(xué)生“異想天開”、大膽質(zhì)疑。
2. 樂于探索,敢于實(shí)踐。教師要鼓勵(lì)學(xué)生大膽聯(lián)想和發(fā)表自己的想法,并在實(shí)踐中不斷提高交流的有效性,鍛煉耐挫能力,是培養(yǎng)批判性思維不可缺少的心理品質(zhì)。
3. 啟發(fā)思維,勇于批判。教師要指導(dǎo)學(xué)生學(xué)會(huì)從不同的角度看待、分析和理解問題;提高學(xué)生看問題的深度,培養(yǎng)學(xué)生思維的靈活性,進(jìn)而促進(jìn)批判性思維的生成。
4. 率先垂范,提升能力。教師要充分研究和準(zhǔn)確理解文本的論點(diǎn)或作者的情感態(tài)度和價(jià)值觀,提高自身的審辯能力和教學(xué)設(shè)計(jì)能力,為批判性思維奠定基礎(chǔ)。
5. 研讀文本,精心設(shè)問。 在對(duì)文本解讀的過程中,教師要指導(dǎo)學(xué)生去分析文本語言、內(nèi)容、結(jié)構(gòu),作者的寫作手法、情感態(tài)度等,有意識(shí)地培養(yǎng)學(xué)生透過字面信息,由表及里來提高分析、辨別、推理和判斷,從而達(dá)到對(duì)文本更準(zhǔn)確、更深刻的理解。
閱讀教學(xué)活動(dòng)要鼓勵(lì)學(xué)生去思考、辨析和判斷真?zhèn)危w會(huì)文本中的思維方式和思想內(nèi)容。這是培養(yǎng)學(xué)生用英語去分析實(shí)際問題和探索行之有效的解決問題的能力,是培養(yǎng)學(xué)生批判性思維能力的主陣地。
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