高阶思维在小学英语阅读教学中的培养

——以教科版（广州小学英语）Module4Unit8Themagicwords摘要：当代教育关注学生高阶思维水平的发展，如批判性思维能力、解决问题的教科版（广州小学英语）Module4Unit8Themagicwords的教学片段为例，关键词：引言：教育学家布鲁姆提出的目标分类理论，把认知思维过程到由低到高分为六个层次：记忆、理解、应用、分析、评价和创造。其中前三项为低阶思维（loworderthinking），指低层次的思维能力；后三项为高阶思维（highorderthinking），是指以高重要理念。本文以教科版（广州小学英语）Module4Unit8Themagicwordstipshere.(What/When/Where/WhoS1:WhereistheS2:Whendidthestoryhappen?S3:Whathappened?S4:Whoisthe教师让学生观察图片，用‘Wh-’词进行提问，通过让学生自主提出问题，让学生也让学生对本文内容有了大致的猜想。思维导图（MindMap）是放射性思维的表达方式，是人类思维的自然功能。它是一2000bottomlightupbrightlyT:Youcanreadverywell.Let’sgoon.WhathappenedS:Thedoorwasinthedoor?Let’sgowiththeboy.T:Wow！Itwasso...Ss:Itwassodark!T:Nice!Itwassodarkexceptfora....Ss:Asign!T:Yes!Insideeverythingwasdark,exceptforasign.Whatwasonthesign?S:Carryonwithyourmagic!T:Great!Thismeanskeeponusingyourmagic.Donotstopusingyourmagic.Whatdidthelittleboydothen?Whatdidhesay?S:Hesaid‘Thankyou,dearT:Niceanswer.Andthen?WhatS:TheinsideofthetreelitupbrightlyandshowedaT:Yes.Nowletmeshowyou.Thisisadarkroom.ThenIlightitup.NowIcansayIlightitupbrightly.Litisthepasttenseoflight.Nowreadafter易到难地促进学生深度思考。例如：根据小男孩说的不同的话，让学生回答：What及带来的不同结果，让学生回答：Whatarethemagicwords?学生通过思考找出：”magicwords”是”Please”和”Thankyou”。T:Ourstorystoppedhere.Nowlet’scompare.Whentheboysaid‘Open!’‘Hurry!’Whathappened?Ss:Themagictreedidn'topentheT:Yes,Whentheboysaid‘Thisistoodifficult.Please,deartree.’Whathappened?Ss:ThemagictreeopenedtheT:Nice.Finally,whentheboysaid‘Thankyou,deartree.’Whathappened?Ss:Theinsideofthetreelitupbrightlyandshowedaroad.T:Fromhere,doyouknowwhatarethemagicwords?S1:Please.Dear.T:Good.Anyotherwords?S2:Thankyou.T:That’sit!Nowlet’sreadthelastsentencemagicwords。分层提问是教师循循善诱、循序渐进的教学过程，有1：Whatothermagicwordsdoyou2：请学生看图回答：Whatmagicwordscanyouuseinthese3:Whatmagicbehaviorsdoyou教师联系现实实际生活，询问学生：Whatmagicwordsdoyouknow?Whatmagic鼓励学生对于语篇内容进行合理地创编,可以有效提升学生学习的兴趣，培养的创