阅读问题的层次性设计

阅读问题的层次性设计 在刚刚结束的全国高中展示课上 江苏省的课例受到广泛好评 获得第一名 其教学 内容 What is life 也得到广泛关注 为此 我们找到未删节的原文 特请大家结合我们这两周关于阅读问题的讨论 进行 阅读问题设计 The Rose The first day of school our professor introduced himself and challenged us to get to know someone we didn t already know I stood up to look around when a gentle hand touched my shoulder I turned around to find a wrinkled little old lady beaming up at me with a smile that lit up her entire being She said Hi handsome My name is Rose I m eighty seven years old Can I give you a hug I laughed and enthusiastically responded Of course you may and she gave me a giant squeeze Why are you in college at such a young innocent age I asked She jokingly replied I m here to meet a rich husband get married and have a couple of kids No seriously I a sked I was curious w hat may have motivated her to be taking on this challenge at her age I always dreamed of having a college education and now I m getting one she told me After class we walked to the student union building and shared a chocolate milkshake We became instant friends Every day for the next three months we would leave class together and talk nonstop I was always mesmerized listening to this time machine as she shared her wisdom and experience with me Over the course of the year Rose became a campus icon and she easily made friends wherever she went She loved to dress up and she reveled in the attention bestowed upon her from the other students She was living it up At the end of the semester we invited Rose to speak at our football banquet I ll never forget what she taught us She was introduced and stepped up to the podium As she began to deliver her prepared speech she dropped her three by five cards on the floor Frustrated and a little embarrassed she leaned into the microphone and simply said I m sorry I m so jittery I gave up beer for Lent and this whiskey is killing me I ll never get my speech back in order so let me just tell you what I know As we laughed she cleared her throat and began We do not stop playing because we are old we grow old because we stop playing There are only four secrets to staying young being happy and achieving success You have to laugh and find humor every day You ve got to have a dream When you lose your dreams you die We have so many people walking around who are dead and don t even know it There is a huge difference between growing older and growing up If you are nineteen years old and lie in bed for one full year and don t do one productive thing you will turn twenty years old If I am eighty seven years old and stay in bed for a year and never do anything I will turn eighty eight Anybody can grow older That doesn t take any talent or ability The idea is to grow up by always finding opportunity in change Have no regrets The elderly usually don t have regrets for what we did but rather for things we did not do The only people who fear death are those with regrets She concluded her speech by courageously singing The Rose She challenged each of us to study the lyrics and live them out in our daily lives At the year s end Rose finished the college degree she had begun all those years ago One week after graduation Rose died peacefully in her sleep Over two thousand college students attended her funeral in tribute to the wonderful woman who taught by example that it s never too late to be all you can possibly be When you finish reading this please send this peaceful word of advice to your friends and family they ll really enjoy it These words have been passed along in loving memory of ROSE REMEMBER GROWING OLDER IS MANDATORY GROWING UP IS OPTIONAL We make a Living by what we get We make a Life by what we give God promises a safe landing not a calm passage If God brings you to it He will bring you through it From Chicken Soup of the Soul 原文中提到的 The Rose 那首歌的歌词与演唱 限于篇幅此处不呈现 今日小结今日小结 今天我们分享的有宁夏王东君老师的设计 天津邵环老师和员文婷老师的设计 安徽 阮兴武老师和李伦军老师的设计 限于篇幅 此处我们只能分享员老师 阮老师 李老师 的设计 先就阅读问题的层次性做一简要说明 在英语课程中 我们引导学生阅读时 总要提出各自问题 而问题的层次性直接关系 到阅读的质量 对问题的层次性的探讨很多 我们认为 较为便于使用的 是布鲁姆的目 标层次 即 知晓 理解 运用 分析 综合与评价 知晓层面的问题 我们可以用提What is Where is Which one 这类问题 其 功能 主要目的在于引导学生在阅读中发现语句 语词层面 以及语篇层面的具体信息 事实 理解层面的问题 主要引导学生对事实与观点进行准确理解 我们可以提问How would you compare Which is the best answer How would you classify the type of 等 运用层面的问题 是引导学生将阅读所获得信息等在不同环境与条件下加以运用 如 How would you use What would result if What other way would you plan to 等 分析层面的问题引导学生分析所阅读文本 问题可以是Why do you think What inference can you make What is the relationship between 综合层面的问题引导学生综合文本中所获得信息 得出新的结论 问题可以是What ways could Why do you think Imagine 等 评价层面的问题引导学生对文本信息 借助文本信息对某些观点进行评价 问题可以 是Do you agree disagree Why do you think Decide if 等 当然 我们不是说必须按照六层次提问 也不是说必须包括六层次的问题 而是建议 借助六层次帮助我们思考 我们设计的问题的层次性是否足够丰富 安徽省合肥十一中李伦军老师的设计安徽省合肥十一中李伦军老师的设计 我个人觉得 Bloom 的问题层次分类很好 但是我认为在处理有些文本时发现有些分类 如 knowledge 和 comprehension Analysis 和 Synthesis 以及 evaluation 之间的界限并不是很 清楚 另外基于课堂实际可能也不太好操作 所以结合自己的理解和课堂可操作性进行了 三个层面的问题设计 DimensionQuestions Prediction What s the story about Read and check out the main idea Literal How old was Rose when I first met her Why did she go to college What advice did she give on life in her speech Inferential What does time machine refer to in Para 3 How was Rose s life in college How was growing old different from growing up according to Rose What words can be used to best describe Rose What s the possible theme of the song sung by Rose at the end of her speech Critical Do you think Rose is the real name of the lady What s your understanding of growing old and growing up If you were the old lady Rose what would you do with the rest of your life 天津天津 51 中员文婷老师的设计中员文婷老师的设计 本文是一篇寓意深刻的优美叙事散文 所以 阅读认知性问题可从记叙文的几要素入 手 人物 时间 地点 事件 情节 以这四个要素为主线 让学生快速阅读 寻找相 关信息 抓住文章的主旨大意和关键词 Read the story and fill in the form The heroineRose The placeThe university campus TimeOn of university Over At the end of At the end of After plot 随后提问学生 Why did Rose go back to college in her late 80s 进而过渡到理解层面的问题 设计如下 1 What is the huge difference between going older and growing up 2 What s your understanding towards the sentence I ll never get my speech back in order 3 Why did the writer use the word peacefully to describe Rose s death 4 What does the phrase time machine imply 5 Which character is represented through the word squeeze 借助理解层面的问题 4 5 引入运用层面的问题 1 What kind of person was Rose according to the passage To peopleTo life 1 2 3 1 2 3 2 What have you learned from Rose s speech 分析人物性格特征必须立足于文本 通过阅读字里行间信息 培养学生捕捉细节的阅 读能力和提炼信息 概括信息的能力 在我们借助文本 挖掘出 Rose 的性格特征 帮助学生勾勒出一个饱满的人物形象之后 则可以开始与学生共同分析文本内容 逐步深化主题 引导学生对生命的意义 人生观和 价值观的思考 分析层面的问题为 1 From this sentence We became instant friends can we infer what kind of person the author is 2 What is life to Rose 3 What s the deep meaning of the title The Rose 4 Does our heroine Rose have sth in common with the flower the rose 5 Why does Rose use the song The Rose to end her speech 综合性问题设计 1 Did Rose have a great influence on you 2 Do you think whether Rose made a living or made a life Why 3 What can we learn from the lyrics 评价性问题 1 What can be learned from Rose 2 What s the real purpose of the author writing this story 3 Does the author tell us the meaning of life in the story What s your understanding 鲁子问的讨论与补充鲁子问的讨论与补充 下面我先简要谈谈我对已有设计的一些学习体会 王东君老师是快手 很快分享了他的设计 王老师的设计有非常突出的教研特色 他 会说明相关设计理念 这有助于老师们理解设计意图 王老师设计的问题很丰富 一般课堂肯定无法全部使用 所以可供教师在教学中选择 使用 这为教师提供了基于学生情况的选择性 王老师设计的问题都标明了层次 但有些问题的层次标注可以适当调整 如 Do you think if Rose s life is perfect 更适合作为判断层次的问题 分析层次的问题更多应该是基于 逻辑规则进行分析 得出结论的问题 perfect 这样的形容词的问题 更接近价值判断问题 安徽阮老师 李老师都是按照三组问题的方式呈现问题 这样可以避免问题的层次不 够显性的问题 不过也少了一些对自己的约束 其实 使用层次作为外在约束 也可以帮 助我们厘清我们的思想 当然 我们可以设计多层次的问题 阮老师设计使用了大量表格 有助于学生基于高考要求的阅读理解 或许是受阮老师 的启发 随后的几位老师都使用了表格设计 表格一中的 details 可以再具体一些 因为几乎什么都可以是 details 甚至 3 5 卡片到 底是多大 都可以作为 detail 进行理解 阮老师的这一表格对学生深度理解课文 应该有显著帮助 当然 若学生基础非常好 如杭外学生 也可以让学生自己完成这一表格 Growing olderUnavoidablelivingget growing upoptionallifegive 第三组中有些问题可以再收敛一些 便于学生回答 如 In which way can you apply what you ve learnt from this text to your real life 可以进一步收敛为 In which way can you apply the idea we make a Life by what we give 或者列出文章中主要观点 让学生选择一个讨论如 何 apply Write a letter to the future you in 60 or 70 years about what kind of life you d like to lead 是一个好问题 不过 本文介绍的大学生活 而我们的读者是高中学生 其实更适合 他们 也是他们最为关心的问题可以是 Write a story about your future life in a university 或者是 Make a plan about your future life in a university 或者是 Think and tell us what kind of life you would like to lead when you are in a university 邵老师的设计突出了颜色的运用 不同颜色标注的内容 对学生阅读有一定帮助 在 具体教学中 我们可以鼓励学生拿出不同颜色的阅读 mark 笔 对阅读内容 mark 上不同颜 色 至少是可以用两种颜色笔标注 fact 和 opinion 这样有助于深度理解 若是在计算机 上阅读 这也是可以的 邵老师使用了歌曲 但歌曲是在一开始就播放 还是在学生读到 Rose 提到这首歌的 时候再播放更好 后者是否更能满足学生希望马上听到这首歌 看到这首歌的歌词的欲望 效果是否更好 邵老师注意到了 Time flow 的作用 可惜仍然囿于高考的表格设计 没有真正必表现 出 flow 的特性 我们要允许一部分阅读不直接指向高考题型 只要能力指向高考 把已有 能力转换题型能力是很容易的 当然 估计是由于时间原因 邵老师没能提供后面的问题设计 李老师设计的问题很简洁 非常实用 其问题分类也便于操作 适合经验丰富的老师 使用 第二类的 inferential 的问题 还可以进一步突出 infer 的逻辑过程 现在的问题大多 不需要真正的逻辑思辨过程就能回答 批判性的问题尽管只有三个 都很值得思考 不过 对于高中学生 这样的思考性的 问题可以多一些 让学生选择问题思考 而且这样更有助于批判 员老师的设计具有显著的教学过程特性 操作性很强 也有一些问题具有很强的开放 性 同时把歌曲与文章结合得比较紧 和 detail 一词一样 plot 一词过于宽泛 可以收敛一些 从问题而言 员老师关注了 Rose 对他人 对人生的态度 这有助于学生清晰把握 Rose 的性格特征 思考性的问题可以更丰富一些 让学生有更多思考的可能 当然 最为遗憾的是 没有一位老师对这篇文章提出质疑 也没有设计质疑的问题 我们一定要对任何文本都进行质疑 尤其是这种具有宗教倾向的文本 以下是我的设计 首先 说明我的设计对象 我针对我所熟悉的某县一中学生设计 年级确定为高三 这些学生具有非常强的社会 批判性 甚至表现出轻度的反社会性 基本不相信各种宣传 对人生有自己的看法 处在 非常激烈的高考竞争之中 虽然他们基本上都能考上大学 最低也就是高职 但他们非常 期待考到一所更加理想的大学 通过高考改变自己的命运 关于材料 我会适当进行处理 1 给学生阅读时 会删去最后一段话 God promises a safe landing not a calm passage If God brings you to it He will bring you through it 因为这段话太宗教 我不希望我的课太宗 教 2 我会增加一个左列的生词注释 也就是把所有生词的汉语词义全部列在文章左侧 因为这篇阅读的价值在于讨论人生 不在于解决生词 若让生词耽误了阅读 是非常得不 偿失的 是典型的 拣了芝麻丢了西瓜 3 我把歌词附在文章后面 并说明 The following is the lyrics of the song The Rose If you want please read it 一 导入 综合与判断层面的问题 通过谈论马云对北大 清华的批评言论 引导学生思考 即使考上北大 也需要自己 努力 即使只考上杭师大 自己努力也能改变人生 二 阅读 知道与理解层面的问题为主 少量综合与判断层面的问题 然后告诉学生 今天阅读一篇关于人生的文章 希望对大家思考人生有些启发 让学生阅读文章 说出 Rose 的人生观 我给学生 10 分钟进行阅读 让学生认真阅读故事 学生之后不再完整阅读文本 答案就是最后一句话 REMEMBER GROWING OLDER IS MANDATORY GROWING UP IS OPTIONAL We make a Living by what we get We make a Life by what we give 所有学生应该都能得出这一结论 然后我请学生把这两句翻译成中文 学生若把 grow up 翻译为 长大 我让学生再思 考更为合适的翻译 引导学生翻译为 成长 然后让学生关注 up 这一词的特性 说明英 文的表达 有的时候比汉语更为丰富 grow up 是层次性的 是强调 不断提高 不断达 到一个新的高度 中文的 长大 成长 都没有这个意义 尽管 成长 更为积极一些 引导学生关注 英文 中文各有其独特之价值 希望学生以后不断思考自己是否 不断 up 让学生讨论 Rose 是如何 up 的 I 是如何在 Rose 的引领下 up 的 引导学生根据需要 回读文章 获取信息 让学生根据意见给出的时间线 完成以下故事线 Time line The first day I Every day for the next three months Over the course of the At the end of the semester at the year s One week after graduation 由于本次阅读重点在于观点 故而不要求学生写出内容 而是用不同颜色笔 或者不 同线条形式 分别标注 I 和同学们 Rose 的故事线 学生完成故事线以后 我问学生是否想听那首歌的演唱 如果多数学生想听 我播放 歌曲 三 讨论 主要是运用 判断层面的问题 有些问题需要结合综合层面的问题 让每个学生选择一个问题 只是一个 在小组内容阐述自己的观点 小组同学对其 观点与阐述提出自己的看法 1 What does growing up mean for Rose for the author and for you 2 What ups have you grown in your senior school life What ups do you hope to grow in your university life 3 Have you ever met a Rose Do you think Rose is very rare in your life 4 Do you hope to meet a Rose when you are in the university What kind of lessons do you hope to learn for your Rose 5 What is your seed in your life Who have planted such a seed in your heart 6 Do you think Rose has an easy life Why or why not Do you think Rose has a happy life Why or why not 7 Do you want to lead a life like Rose Why or why