讀后續(xù)寫(xiě)的文化轉(zhuǎn)向與運(yùn)用“TEAMS”框架提升學(xué)生文化意識(shí)初探

張志梅

一、新課標(biāo)理念下高考讀后續(xù)寫(xiě)中文化意識(shí)的測(cè)評(píng)

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017 年版2020年修訂）》（以下簡(jiǎn)稱(chēng)《高中新課標(biāo)》）考試命題建議指出，寫(xiě)作的主要考試形式為：故事續(xù)寫(xiě)、看圖寫(xiě)報(bào)告、命題作文和概要寫(xiě)作。讀后續(xù)寫(xiě)作為排在首位的考試形式，是新高考采用的創(chuàng)新型寫(xiě)作形式。該形式將閱讀與寫(xiě)作相結(jié)合，既考查閱讀理解能力，也考查創(chuàng)造性寫(xiě)作能力，關(guān)注語(yǔ)言的輸入與輸出效果，著眼于提升學(xué)生的英語(yǔ)學(xué)科核心素養(yǎng)。《高中新課標(biāo)》指出：文化意識(shí)指對(duì)中外文化的理解和對(duì)優(yōu)秀文化的認(rèn)同，是學(xué)生在全球化背景下表現(xiàn)出的跨文化認(rèn)知、態(tài)度和行為取向。文化意識(shí)體現(xiàn)英語(yǔ)學(xué)科核心素養(yǎng)的價(jià)值取向。文化意識(shí)的培育有助于學(xué)生增強(qiáng)國(guó)家認(rèn)同和家國(guó)情懷，堅(jiān)定文化自信，樹(shù)立人類(lèi)命運(yùn)共同體意識(shí)，學(xué)會(huì)做人做事，成長(zhǎng)為有文明素養(yǎng)和社會(huì)責(zé)任感的人。《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》（2022年版）（以下簡(jiǎn)稱(chēng)《義教新課標(biāo)》）提出培育文化意識(shí)。能夠了解不同國(guó)家的優(yōu)秀文明成果，比較中外文化的異同，發(fā)展跨文化溝通與交流的能力，形成健康向上的審美情趣和正確的價(jià)值觀，加深對(duì)中華文化的理解和認(rèn)同，樹(shù)立國(guó)際視野，堅(jiān)定文化自信。鑒于兩個(gè)新課標(biāo)都明確地把學(xué)生“文化意識(shí)”的培養(yǎng)列入到英語(yǔ)教學(xué)目標(biāo)之中，新高考讀后續(xù)寫(xiě)中不斷體現(xiàn)文化意識(shí)的考查維度，這一點(diǎn)在2023年新高考英語(yǔ)全國(guó)卷的讀后續(xù)寫(xiě)試題中表現(xiàn)尤為突出。本文以2023年新高考英語(yǔ)全國(guó)I卷讀后續(xù)寫(xiě)真題為例，嘗試?yán)谩癟EAMS”框架指導(dǎo)學(xué)生有效梳理原文，合理構(gòu)思情節(jié)，恰當(dāng)使用描寫(xiě)手段豐富續(xù)文的文學(xué)色彩，提高學(xué)生的文化意識(shí)和寫(xiě)作能力。

二、2023年新高考英語(yǔ)全國(guó)I卷讀后續(xù)寫(xiě)試題的文化轉(zhuǎn)向

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

When I was in middle school， my social studies teacher asked me to enter a writing contest. I said no without thinking， I did not love writing. My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did．

So， why did he suddenly force me to do something at which I was sure to fail？ His reply： “Because I love your stories. If you're willing to apply yourself， I think you have a good shot at this.” Encouraged by his words， I agreed to give it a try．

I chose Paul Revere's horse as my subject. Paul Revere was a silversmith （銀匠） in Boston who rode a horse at night on April 18， 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse's mouth.Not a brilliant idea， but funny； and unlikely to be anyone else's choice．

What did the horse think， as he sped through the night？ Did he get tired？ Have doubts？ Did he want to quit？ I sympathized immediately. I got tired. I had doubts. I wanted to quit. But， like Revere's horse， I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them．

When I handed in the essay to my teacher， he read it， laughed out loud， and said， “Great. Now， write it again.” I wrote it again， and again and again. When I finally finished it， the thought of winning had given way to the enjoyment of writing. If I didn't win， I wouldn't care．

Para 1： A few weeks later， when I almost forgot the contest， the news came．

Para 2： I went to the teacher's office after the award presentation．

本篇讀后續(xù)寫(xiě)原文講述一名英語(yǔ)為第二語(yǔ)言的中學(xué)生在老師的鼓勵(lì)下參加寫(xiě)作比賽并通過(guò)努力取得成功的勵(lì)志故事。跟以往讀后續(xù)寫(xiě)的試題比較，文化元素是本次試題中最突出的特點(diǎn)。見(jiàn)表1：

從表1可以看出，本次試題體現(xiàn)了明顯的文化轉(zhuǎn)向，豐富的文化元素激發(fā)學(xué)生在閱讀過(guò)程中進(jìn)行思考，鼓勵(lì)多元思辨和發(fā)散思維，靈活開(kāi)放的寫(xiě)作情境引導(dǎo)學(xué)生在語(yǔ)言學(xué)習(xí)過(guò)程中注重辨析語(yǔ)言和文化中的具體現(xiàn)象，梳理和概括信息，從跨文化的視角評(píng)判事物和不同觀念，個(gè)性化地、創(chuàng)造性地表達(dá)自己的觀點(diǎn)和想法。在加強(qiáng)語(yǔ)言表達(dá)能力考查的同時(shí)，也加強(qiáng)對(duì)文化意識(shí)的考查，也增加了續(xù)寫(xiě)的難度。

三、“TEAMS”框架在讀后續(xù)寫(xiě)中的運(yùn)用

新高考實(shí)施以來(lái)，在多數(shù)地區(qū)，讀后續(xù)寫(xiě)成為得分率最低的題型。失分項(xiàng)主要集中在內(nèi)容（情節(jié)單薄、不符合主題）、語(yǔ)言（詞匯和語(yǔ)法使用的準(zhǔn)確性低、豐富性不足）和語(yǔ)篇（銜接不緊湊、邏輯不連貫）等方面。要想突破讀后續(xù)寫(xiě)的難點(diǎn)，首要任務(wù)是構(gòu)建好讀后續(xù)寫(xiě)框架，寫(xiě)作時(shí)才能思路清晰。下面以2023年新高考英語(yǔ)全國(guó)I卷讀后續(xù)寫(xiě)真題為例，嘗試運(yùn)用操作性強(qiáng)的“TEAMS”框架寫(xiě)出與原文銜接合理、語(yǔ)意連貫、邏輯相符又體現(xiàn)文化意識(shí)的續(xù)文。

T是指Transitional sentence銜接句或Theme主題句；

E是指Emotion /Environment心理描寫(xiě)/環(huán)境描寫(xiě)；

A是指Action 動(dòng)作（鏈）和Appearance外貌神態(tài)描寫(xiě)；

M是指Monologue or Conversation獨(dú)白/對(duì)話(huà)；

S是指Style 語(yǔ)言風(fēng)格。

其中，Action 是助推情節(jié)所必要的，Emotion、Environment、Appearance、Monologue 、 Conversation、Style的寫(xiě)作順序和次數(shù)可根據(jù)故事情節(jié)的需要適當(dāng)調(diào)整。

四、評(píng)價(jià)“TEAMS”，提升文化意識(shí)

評(píng)價(jià)反饋是讀后續(xù)寫(xiě)的關(guān)鍵環(huán)節(jié)，能夠深化學(xué)生的主題意義體驗(yàn)。在學(xué)生寫(xiě)作前，教師需要提供和解釋“TEAMS”讀后續(xù)寫(xiě)評(píng)價(jià)表 （如表2所示）。這既能讓學(xué)生有清晰明確的續(xù)寫(xiě)目標(biāo)，把握寫(xiě)作要點(diǎn)，又能讓學(xué)生從讀者視角審視內(nèi)化主題意義，推進(jìn)真實(shí)、豐富而強(qiáng)烈的主題意義體驗(yàn)。在學(xué)生完成續(xù)作后，可以先讓學(xué)生進(jìn)行自評(píng)，反思個(gè)人寫(xiě)作的優(yōu)缺點(diǎn)，并修改不足之處。然后，引導(dǎo)學(xué)生開(kāi)展互評(píng)，以使學(xué)生在思維碰撞中發(fā)掘同伴作品的閃光點(diǎn)，取長(zhǎng)補(bǔ)短，反撥個(gè)人學(xué)習(xí)，升華對(duì)主題意義的理解，共同提高寫(xiě)作能力和文化意識(shí)。下面運(yùn)用表2 對(duì)下水續(xù)文進(jìn)行評(píng)價(jià)（斜體部分為給定的提示語(yǔ)）：

One possible version：

A few weeks later， when I almost forgot the contest， the news came. The list of winners was posted on the notice board at school. Seeing my name on it， I couldn't believe my eyes. Then I was told to attend the award presentation， and I couldn't help but feel nervous about presenting my essay. But when I heard my name being announced， like Revere's horse， I plucked up my courage and strode onto the stage. The audience burst out laughing as they enjoyed the story straight from the horse's mouth. With all the self-doubt vanishing， I was eager to share the trophy with my teacher.

I went to the teacher's office after the award presentation. Through the half-closed office door， I saw my teacher buried in grading papers. I tiptoed over to him. “Congratulations！” No sooner had I approached him than my teacher gave me a big bear hug. “Thank you， teacher， without your encouragement， l couldn't have won the prize！” I shed tears of joy. “If you're willing to apply yourself， I believe you will always have a good shot.” My teacher smiled. As I walked home， I felt as if the gentle breeze was whispering， “Anything is possible if you keep trying.”

五、結(jié)語(yǔ)

2023年全國(guó)新課標(biāo)Ⅰ卷的讀后續(xù)寫(xiě)試題中體現(xiàn)了明顯的文化轉(zhuǎn)向，在加強(qiáng)語(yǔ)言表達(dá)能力考查的同時(shí)，加強(qiáng)了對(duì)文化意識(shí)的考查，引導(dǎo)學(xué)生通過(guò)跨文化視角，運(yùn)用跨文化知識(shí)創(chuàng)造性地解決問(wèn)題，也增加了續(xù)寫(xiě)的難度。讀后續(xù)寫(xiě)的文化轉(zhuǎn)向促使教師重新審視教學(xué)內(nèi)容、步驟和方法。運(yùn)用“TEAMS”框架，可以指導(dǎo)學(xué)生在理解語(yǔ)篇內(nèi)容和文化意蘊(yùn)的基礎(chǔ)上，緊扣主題意義進(jìn)行合情合理的續(xù)寫(xiě)，并且通過(guò)自評(píng)和互評(píng)提升文學(xué)色彩和寫(xiě)作效果，這一過(guò)程有助于學(xué)生融合語(yǔ)言知識(shí)和文化知識(shí)，提高創(chuàng)造性地表達(dá)觀點(diǎn)、意圖和情感的高階思維能力和文化素養(yǎng)，也有助于踐行學(xué)思結(jié)合、學(xué)用結(jié)合、用創(chuàng)為本的英語(yǔ)學(xué)習(xí)活動(dòng)觀，深化學(xué)生主題意義體驗(yàn)，落實(shí)“教一學(xué)一評(píng)”一體化，實(shí)現(xiàn)深度學(xué)習(xí)和核心素養(yǎng)發(fā)展的目的。今后要進(jìn)一步探索運(yùn)用“TEAMS”評(píng)價(jià)和高考讀后續(xù)寫(xiě)評(píng)分標(biāo)準(zhǔn)的協(xié)同，使兩者相得益彰，共同提高學(xué)生文化意識(shí)和寫(xiě)作能力。

［本文系廣東省教育研究院2022年中小學(xué)英語(yǔ)教育專(zhuān)項(xiàng)研究課題“聚焦單元整體教學(xué)的中學(xué)英語(yǔ)聯(lián)動(dòng)教研行動(dòng)研究”課題編號(hào)： （GDJY-2022-A-yyb33）階段性研究成果］

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