践行英语学习活动观 培养学生核心素养

2019-04-13 07:49王伦辉
考试周刊 2019年31期
关键词:英语学习活动观英语核心素养

摘 要:培养发展学生核心素养是落实立德树人根本任务的必然要求,高中英语教学最终是要促成学生核心素养的发展。落实英语学习活动观,是有效形成英语学科核心素养的重要途径。现实英语教学中,教师容易仅拘泥于教材,按部就班,无法灵活多变创造性地运用手中的材料。本文从一则听力材料的二度利用着手,详细展示了如何践行英语学习活动观,通过确立目标任务和优化学习方式,让学生在活动中获取语言知识,提升思维品质、学习能力及语言运用能力。

关键词:英语核心素养;英语学习活动观;听力材料

《普通高中英语课程标准(2017年版)》明确了英语课程育人总目标,即培养具有家国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人,同时提炼出了要培养学生的英语学科核心素养,即学生的语言能力、文化品格、思维品质和学习能力。纵观近几年高考全国卷I,可以发现试题更多从能力立意向素养立意转变。高中英语教学,既存在着应对新高考变革之态势,又担负着实现育人目标的重任,所以在教学过程中,要求教师积极探索核心素养实现的路径,要把实践育人目标融合到英语知识与技能、过程与方法、情感态度与价值观教育中去。新课标开创性地提出了“英语学习活动观”,并指出它有助于学科核心素养的有效形成。英语学习活动观是指在英语教学过程中,教师通过设置精确的主题任务,学生在主题任务的引领下,通过阅读、理解、分析、运用、迁移、创新等一系列英语学习活动,让学生运用故有的知识积累,基于各种类型的语篇环境,在分析和解决问题的过程中,助力语言知识的学习、语言技能的提升、文化内涵的理解、多元思维的培养、正确价值取向的形成和学习策略的运用。这种学习活动是丰富学生语言知识、发展语言技能,提升思维品质、增强文化意识、培养学习能力、形成核心素养的活动,具有很强的实践性、综合性和关联性的特点。

现实中的高中英语教学,大多数教师仍未形成英语学习活动观,拘泥于教材,教材有什么,就教什么,按部就班,照本宣科,无法灵活多变创造性地运用手中的材料。在听力课教学过程中,教师没有考虑听力文本材料的体裁、背景、作者的意图、材料对学生的知识与能力、情感态度价值观的教育意义等,而都是直接播放錄音,学生按要求完成各项听力任务;讲解时教师只引导学生从文本内容表层意思去理解选出正确的答案,而没能真正让学生学会听的过程与方法,更没有创造性地对材料进行深度解读与利用,以致学生无法从听力材料中获取足够的语言信息,养成关键的能力与品质,形成英语学科核心素养。听力教学应充分调动学生的积极性与主动性,让学生积极参与课堂,发扬学生自主、合作、探究、创新的精神,以培养他们听说读写的语言运用能力、综合思维能力和分析解决问题的能力。下面结合本人的一个课例来说,以《2017年泉州市英语质量检查二》听力第10段录音原文为例:

录音原文如下:

In ancient times, merchants passed silk, gold, fruit, and glass along the Silk Road in more than one direction. They earned their living by traveling the famous Silk Road, which was not a simple trading network. It started from eastern China, across Central Asia and the Middle East, and ended in Europe. It was used from about 200 BC to about AD 1300, when sea travel offered new routes. However, the Silk Road was made up of many routes, not one smooth path. The routes crossed mountains and deserts and had many dangers of hot sun, deep snow and even battles. The Silk Road got its name from its most prized product. The traders carried more than just silk. Gold, silver, and glass from Europe were found a lot in the Middle East and Asia. Horses traded from other areas changed farming practices in China. Indian merchants traded salt and other valuable goods. Chinese merchants traded paper, which produced an immediate effect on the West. Apples traveled from central Asia to Rome. The people along the Silk Road did not share just goods. They also shared their beliefs. Well, after this lecture, you are supposed to preview the next passage about the Maritime Silk Road, that is, the Silk Road on the sea.

这篇文章主要讲述了“一带一路”倡议的相关内容,这是我国对外开放的又一重大举措,它构架了亚欧非大陆及附近海洋的互联互通,形成了沿线各国互联互通伙伴关系,有利于促进我国对外经济的发展和对内供给的改革,提高我国对外经济发展水平,同时也有利于促进沿线国家和地区社会经济的发展和人文交流。泉州是古代海上丝绸之路的重要起点,在“一带一路”倡议的建设中,具有举足轻重的地位。加深对这则材料的理解,有助于学生加深了解沿线国家的自然地理、经济社会、人文历史、风俗习惯、价值理念;培养学生热爱家乡、报效祖国的思想,加深对本国文化理解认同,形成跨文化交际的能力;同时也有利于培养学生优秀的文化品格,理解和尊重多元文化,坚持各民族文化一律的原则,感悟和鉴赏中外文化差异,博采他国文化之精华,形成中华文化自信。那如何更好地利用这则材料呢?我的做法如下:

(一) 浓缩改写,培养学生的语言能力

课前将这则材料分发学生,要求学生在熟读、理解的基础上将这篇文章改写成100词左右的短文。学生在语篇分析的过程中,通过分析、比较、归纳、概括等思维训练,加深对文本深层理解,理出线索,归纳出作者的写作意图,学生运用所学知识浓缩改写,有助于培养学生书面表达能力和综合概括能力,理性表达自己的观点思想。

优秀文稿展示:

The Silk Road dates back to 200 BC, including the Northern and Southern Silk Roads on the land and the Silk Road on the sea. It served as the ancient trade routes connecting Asian Continent with European Continent. In ancient times, merchants earned their living by trading goods. However, the Silk Road was not smooth with mountains, deserts and various dangerous regions all the way. But exchange and communication continued between the East and the West because of the peoples wishes for peace. The countries along the Silk Road exchanged not just valuable goods but also cultures and beliefs, which made great contributions to the development of Asia and Europe.

(二) 改正为错,提升学生的思维品质

常规的英语教学及考试中,改错题要求学生将文中错误之处挑出并改正。学生习惯于把错改正,在思维上形成一个定势。而在教学中,我们可以让学生尝试改正为错,熟悉改错题常规设置思路,培养逆向思维品质。在上面优秀文稿的基础上,要求学生设置10个常见错误并配上答案。

学生设置10个错误的成果展示:

The Silk Road dated(dates) back to 200 BC, including the Northern and Southern Silk Roads on the land and the Silk Road on the sea. (也有学生将这句改成:The Silk Road dated(dating) back to 200 BC, includes the Northern and Southern Silk Roads on the land and the Silk Road on the sea.) It serve(served) as the ancient trade routes connecting Asian Continent with European Continent. In ancient time(times), merchants earned our(their) living by trading goods. However, the Silk Road was not smoothly(smooth) with mountains, deserts and various dangerous regions all the way. So(But) exchange and communication continued between the East and the West because∧(of)the peoples wishes for peace. The countries along with(with刪除) the Silk Road exchanged not just valuable goods but also cultures and beliefs, which made an(a) great contribution to the develop(development) of Asia and Europe.

(三) 师生合作,改写文体,培养学生的学习能力

课堂上老师与学生一起将文章修改成三段介绍“一带一路”倡议的说明文,根据说明文的写作特点,分别介绍名称、路线、作用,提升到现在的主题,然后让学生找出形容词或副词、动词、名词、代词、冠词、介词、连词,并进行考点设题。

师生扩写文稿展示:

The Silk Road, with a history of more than 2,000 years, is a historically important international trade route in China and the Mediterranean(地中海). In ancient times silk took up a large part of trade along this road, and the road got its name from this most prized product—silk. However, it was in 1877 that the road was named the Silk Road by a German geographer.

This ancient road starts from Changan, runs by way of the Hexi Corridor(河西走廊) and reaches Dun Huang, where it divides into three: the Southern Route, Central Route and Northern Route. The three routes spread all over the Xinjiang Uygur Autonomous Region(新疆维吾尔自治区), and then they extend as far as Pakistan, India and even Rome.

The road linking the East to the West helped to develop and increase the trades among the countries along the road. Horses traded from other areas changed farming practices in China. Indian merchants traded salt and other valuable goods while Chinese merchants traded paper. All these show us the Silk Road is a great way to promote exchange, cooperation, friendship and peace.

学生成果展示:

The Silk Road, with a history of more than 2,000 years, is a 1 (historical) important international trade route in China and the Mediterranean(地中海). In ancient times silk took up a large part of trade along this road, and the road got 2 (it) name from this most prized product—silk. However, it was in 1877 3 the road was named the Silk Road by a German geographer.

This ancient road starts from Changan, 4 (run) by way of the Hexi Corridor(河西走廊)and reaches Dun Huang, 5 it divides into three:the Southern Route, Central Route and Northern Route. The three routes spread all over the Xinjiang Uygur Autonomous Region(新疆维吾尔自治区), and then they extend as 6 as Pakistan, India and even Rome.

The road 7 (link) the East to the West helped to develop and increase the trades among the 8 (country) along the road. Horses traded from other areas changed farming practices in China. Indian merchants traded salt and other 9 (value) goods while Chinese merchants traded paper. All these show us the Silk Road is a great way 10 (promote) exchange, cooperation, friendship and peace.

參考答案及解析:

1. historically 2. its 3. that(强调句) 4. runs(并列谓语动词) 5. where(定语从句) 6. far...(as far as远到……) 7. linking(现在分词作定语) 8. countries(辅音字母+y结尾的可数名词的复数形式) 9. valuable(形容词) 10. to promote或of promoting

(四) 课后拓展,培养学生文化品格

围绕“一带一路”倡议的主题,布置学生课后进行拓展阅读,上网查找沿线国家地区的文化历史、风土人情等,就某一方面用英文写一篇介绍相关国家或地区的作文;用英语传播中华文化,讲述中国故事;出一份相关的英语手抄报;交一个外国朋友,用英语进行沟通;学一首外文歌曲;编一出英语情景剧等。通过上述活动来培养学生的文化品格,让学生能习得并积累中外文化知识,理解和尊重外国文化,在与外国文化的交往中吸取精华,增强民族文化自信心,形成跨文化交际的能力。

上文师生一起参与按要求对所给材料进行再次开发利用的设题活动,真正体现了英语学习活动观,培养学生的文化品格与思维品质,英语学习能力和语言能力;又提高了学生应试能力,活跃了课堂氛围,改变了以往老师满堂灌的教学模式。总之,高中英语教学应立足学生的实际,尊重学生主体,坚持落实英语学习活动观,充分调动学生的积极性和主动性,创造性地使用教材进行深度教学,以培养发展学生英语学科核心素养。

参考文献:

[1]王蔷.从综合语言运用能力到英语学科核心素养——高中英语课程改革的新挑战[J].英语教师,2015(16).

[2]宫一民.浅论基于核心素养的高中英语阅读教学[J].中国高新区,2018(4).

作者简介:

王伦辉,福建省晋江市,福建省晋江市养正中学。

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