1、读后续写教学策略与文本解读思维Instructional Strategy for Post-reading&Writingand Textual Interpretation Thinking目录CONENTS01、读后续写题型产生的背景Background of Post-reading&Writing02、对读后续写题型的思考Thinking on Post-reading&Writing 03、读后续写教学策略Instructional Strategy for Post-reading&Writing04、读后续写教学步骤与技巧Technique and Steps of Post-
2、reading&Writing Instructing05、读后续写教学与学生文本思维培养Instruction of Post-reading&Writing and Cultivation of Students Textual Thinking Part One读后续写题型产生的背景Background of Post-reading&Writing读后续写产生的历史背景中央考试中心为进一步深化高考考试改革，拟定一两年内在全国高考英语试题卷取消“短文改错”题，故引进“读后续写”这一测试题型。并于2016年率先在上海和浙江两地进行试点。目的：深化高考考试改革，逐渐摒弃语言测试中过多的人为设
3、置语言障碍“非正常语言测试模式”，将语言测试回归本源，达到真正能体现语言能力的测试目的与宗旨。读后续写题型的理论依据基于1.Pickering&Garrod（2004）提出的互动协同模式（Interactive Alignment Model）2.王初明（2011）提出了外语学习的有效途径：互动理解协同产出习得。王初明认为学习者的理解能力总是超出其产出能力，两者间的不平衡会产生拉平效应，较弱的产出能力在与理解能力的互动、协同过程中会不断提高。(2011)而后又指出，读后续写是结合阅读理解进行写作练习的一种方法，是提高外语学习效率的好方法。(2012)后来，王敏和王初明在他们的实证性研究结果指出
4、：读后续写过程中存在协同效应，该效应可强化或扩张学习者的语言表征，帮助他们把从阅读理解中获取的词汇、语法信息应用于续写当中，由此提高语言运用能力。(2014)读后续写与目前语言教学和测试界倡导的综合性测试模式相吻合。Carroll提出了综合性语言测试的概念，并认为测试应关注语言的整体交际效果，而非特定的结构或词汇；Davies等学者将综合性语言测试定义为综合若干语言成分的测试，因这类测试在考查说和写技能同时，考查理解和听的技能。各种模式相结合是语言活动的本来面目。Part Two对读后续写题型的思考Thinking on Post-reading&Writing读后续写形式的争议与其进步性如今
5、国际上有些外语类考试已引进听写或读写结合的题型，测试形式为边听边记关键信息，将书信、短文作为写作的输入材料；还有些考试则要求考生以听力材料和阅读材料作为短文写作材料。不过人们对这种综合性试题一直有争议，主要是质疑关于写作能力的推论，理由是写作能力较差的考生且有可能没法读懂阅读材料。鉴于读后续写通过阅读材料类型和难度控制可解决该问题，且能清楚地反映出学生的实际英语写作水平，并能对英语教学产生良性促进作用。该题型对测试学颇有研究和应用价值。该题型以语言习得理论为支撑，呼应新课标和测试学对学习者的综合能力诉求。再则，这种读写形式能有效以考促教，也有利师生的英语综合运用能力提升，对英语教学有积极推动作
6、用。读后续写对英语课堂教学的意义1.读写结合是提升学生英语综合应用能力的一个有效途径读后续写既是一种测试手段，又是一种有利于学生综合应用英语能力的一种有效方法；学生通过对语言材料的信息输入，并从中进行有效信息筛选，在阅读过程中对有效信息进行甄别、理解和抉择，然后通过有效信息的的灵活应用进行自我英语表述，在理解原文的基础上进行仿写，根据自身经历和认知合理运用所用词汇、结构和框架。这种语言输出，我们称之为“有效语言输出”。读后续写对英语课堂教学的意义2.读后续写有助于学生文本解读思维能力的提升因为语言是个有机整体，且在现实生活中的语境往往是多模共存。所以，语言教学应适当回归语言本源，我们教师在课堂
7、进行教学必须引导学生关注其整体性，注意听、说、看、读、写技能间的内在联系，一定要重视语言的真实性，着力培养学生多技能综合的语言运用能力。对语言材料的整体性的认知，首先取决于教师本身对语言材料的整体性和局部融合的准确把握，惟此，方可谈得上对学生的文本思维能力的提升进行引导。读后续写的教学首先要求学生对语言材料的理解要有整体意识和局部意识的融合，教会学生如何把握文本四要素、关键词语和有效结构此乃文本思维能力的基础。读后续写的第二功能是引导学生如何运用文本的四要素关键词语和有效结构进行仿写，必须运用自身经历，自我认知和自我理解，然后从自身角度对所读文本的故事进行续写，需具有个人特色。读后续写对英语课
8、堂教学的意义3.强化学生平时读后续写训练和仿写能力提升平时老师应允许学生对不同文体的文本进行大胆构想，尤其是在语言方面鼓励学生模仿原文用词和语言结构，熟悉高频词语在不同语境下的表达内涵的多变性。同时对学生在写作练习中出现的一些语言错误指出即可，不要过分追究和批评。这种读后写作的能力提升关键是要坚持不懈，一星期不少于三篇。当然，作为教师，要以身作则，老师的写作水平高，教学才有自信，学生才有会有样可循。Part Three读后续写教学策略Strategy of Post-reading&Writing Instruction读后续写教学策略问题与思考阅读下面短文，根据所给情节进行续写，使之构成一个
9、完整的故事。On a bright,warm July afternoon,Mac Hollan,a primary school teacher,was cycling from his home to Alaska with his friends.One of hisfriends had stopped to make a bicycle repair,but they had encouraged Mac to carry on,and they would catch up with him soon.As Macpedaled(骑行)along alone,he thought
10、fondly of his wife and two young daughters at home.He hoped to show them this beautiful place someday.Then Mac heard quick and loud breathing behind him.“Man,thats a big dog!he thought.But when he looked to the side,he saw instantlythat it wasnt a dog at all,but a wolf:,quickly catching up with him.
11、Macs heart jumped.He found out his can of hear spray.With one hand on the bars,he fired the spray at the wolf.A bright red cloud envelopedthe animal,and to Macs relief,it fell back,shaking its head.But a minute later,it was by his side again.Then it attacked the back of Macsbike,tearing open his ten
12、t hag.He fired at the wolf a second time,and again,it fell back only to quickly restart the chase（追赶）。Mac was pedaling hard now.He waved and yelled at passing cars but was careful not to show down.He was a steep uphill climb before him.He knew that zxxk once he hit the hill,hed be easy caught up and
13、 the wolfs teeth would be tearing into his flesh.At this moment,Paul and Beeky were driving their car on their way to Alaska.They didnt think much of it when they saw two cyclistsrepairing their bike on the side of the road.A bit later,they spotted what they,too,assumed was a dog running alongside a
14、 man on a bike.Asthey got closer,they realized that the dog was a wolf.Mac heard a large vehicle behind him.He pulled in front of it as the wolf was catchingup fast,just a dozen yards away now.注意：1.所续写短文的词数应为150左右；2.应使用5个以上短文中标有下划线的关键词语；3.续写部分分为两段，每段开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词语。读后续写教学策略问题与思考三个问
15、题：原文文本的作用是什么？如何充分利用原文文本？如何指导学生进行续写？两个思考：原文文本四个维度故事情节、矛盾冲突、故事架构、语言定位读后续写语言定位文体(关键词)、叙事人称、叙事时态、叙事方式、叙事文本文本基调、核心关键叙事框架、词语句式词块链、句块链断块链、篇块链TextUnderstandingContinuationImitating WritingCompositional Material读后续写教学策略问题与思考The Course of Thinking and DigestionQuestioning&Thinking读后续写教学策略四个层面考量遣词造句言语得体衔接自然叙事完
16、整情节内容结构框架段落语篇故事走向顺延逆袭合理创意情节矛盾冲突核心故事情节叙述基调读后续写教学策略师生对文本的思维差异Part Four读后续写教学步骤与技巧Technique and Steps of Post-reading&Writing Instruction读后续写教学技巧与步骤教学步骤的考量第一阶梯指导学生准确确定文本时空、人物和事由第二阶梯提醒学生专注词语的多义性，以及遣词造句的能力第三阶梯指导学生如何设置故事情节冲突的技巧第四阶梯指导学生如何灵活借鉴原文文本的架构和内涵第五阶梯指导学生谋篇布局的技巧与词语的妙用第六阶梯指导学生研读文本找出续写规律形成自己特色More than
17、2,000 students got into the hottest show in Chicago,Hamilton:An American Musical,for free as part of their acceptance to Northwestern University.Its one of the ways colleges and high schools are using the hugely popular musical to teach students about history,art,drama,culture,and even politics.Ther
18、es even a high school program coordinated through the show that has allowed nearly 49,000 students in four cities to see the show for free or at a reduced price.“Its one thing to learn about these kinds of events in a classroom but to go and see this in a production its different,and its just amazin
19、g,”says Northwestern freshman Alex Richards.First-year Northwestern students went to two matinees at the CIBC Theatre in October as part of the One Book One Northwestern program,which includes a series of discussions,speaker programs and other events on the theme of a book.Nancy Cunniff,director for
20、 One Book One Northwestern,says the program gives students a common discussion point when they get to campus as well as a different view on a subject.The university also started a class last year called Hamiltons America,a lecture course cross-listed in history and Latino studies.Last year they taug
21、ht 135 students and this year they plan to raise the cap to 180,expecting interest to increase after the One Book program,says Geraldo Cadava,an associate professor who helps lead the class.Milwaukees Marquette University is offering an honor,pass-fail course this semester for freshmen called Lin-Ma
22、nuel Mirandas Hamilton,after the musicals creator.The course proved to be popular among students.“To me its a really interesting way to teach the skills of criticism and interpretation and careful reading because you are looking at something that you havent necessarily been trained how to read in th
23、e same way youve been trained to read great literature,”Assistant English professor Gerry Canavan says.Educators are also targeting high school students.Theres a program coordinated through the show and donors that uses donations to allow mostly 10th and 11th graders to see Hamilton for free or at a
24、 reduced fee.Some students also write dramatic scenes,poems or songs drawing on the founding era to present on stage before a performance.“Our goal is to ensure that students have a shot to see Hamilton and use its words,music and staging to further their understanding and enjoyment of American hist
25、ory,music and drama,”Hamil-ton producer Jeffrey Seller says about the program in a news release.(421Ws)选自告示板杂志Colleges,High Schools Use“Hamilton”to EnhanceTeaching导读：美国高校运用一种新颖的音乐剧形式教学生学历史、艺术、文学、文化以及政治，旨在让学生有机会见识Hamilton。这种通过融言语、音乐及表演形式的音乐剧，能更好地加深学生对美国历史、音乐及戏剧的理解。Analysis of TeacRead for the basic i
26、nformationThe story is about hoWhere hen WWhat W读后续写教学技巧与步骤教学技巧的思考Step 1:Basic information and four elementsMarie/German soldiers/Frenchforest/cottageplane/light/promisethree oclock in the morningto her great joy/I wont failwhowherewhatwhenstoryhowfeelingSampleReading,Analyzing and LearningLife can
27、be challenging for teens.They must juggle schoolwork,family life and friends.Feelings of sadness,frustration and irritability are common.But for some teens,those emotions take a more extreme turn.Their negative feelings dont come and go,punctuated by periods of satisfaction or happiness.Instead,thos
28、e intense feelings can point to a disease called depression one that may require treatment.There is a link between mental illness and suicide in teens.“The majority of children and adolescents who attempt suicide have a significant mental health disorder,”it says “usually depression.”And as a diseas
29、e,depression can last for a decade or longerIts easy to think that depressed people simply feel sad or hopeless.For many teens that may be true.But depression in teens can be hard to spot.Some kids withdraw from friends and family.Others respond with angry outbursts.Some teens may skip school or sto
30、p eating or sleeping.Teachers,parents or even a teens close friends may find it hard to tell whether these behaviors are just part of being a teen or signs of something truly serious.Teens should be honest with their answers.“I can only work with what you give me,”Dee says,“If youre not honest,you w
31、ont benefit.”Peers should also scout for signs of depression.Keep an eye on your friends.Watch for symptoms of isolation or hopelessness.Even skipping classes can be a sign that something serious is going on.Any of these behaviors could be a symptom of depression.Overall,knowing who and how to help
32、is essential for successfully treating depression in teens.An English Composition Sample about Teens anxiety Nowadays all people in the world are facing the music in their lives,of course,many teens have the same problem as the adults.For example,many students are worried about their subjects withou
33、t knowing how to deal with them.Suppose you have made a survey about“Teens anxiety”among students in schools with your classmates recently.Please write a composition or a report about“Your ideas about Teens Anxiety”in English within 150 words.Analysis of TeacStep 2:Plots,Conflicts and ResolutionTip
34、1 Use a plot mountain to understand the story better.plot mountainbeginningendingclimax读后续写教学技巧与步骤教学技巧的思考Step 2:Conflicts and Resolutionconflictresolutioncrowbeak读后续写教学技巧与步骤教学技巧的思考Step 2:Conflicts and ResolutionconflictSuddenly,he found a water bottle,but the opening was too small for thecrows beak
35、to fit in.resolutionThe wise crow found a lot ofstones and put them in the bottle,making the water come up.BeginningEnding?ClimaxIn the afternoon,I rode horses with my dad and enjoyed the magic scene.excitedThe plot&the feelingsDad decided to take me to travel to the Wild WestSuddenly,a little rabbi
36、t jumped outAfter breakfast,I saw my dad and uncle Paul _ _ (1)impressedIt got dark,we had no idea where we were._(2)_ (3)?_ (4)riding horsesBeginningEnding?ClimaxIn the afternoon,I rode horses with my dad and enjoyed the magic scene.excitedThe plot&the feelingsDad decided to take me to travel to th
37、e Wild WestSuddenly,a little rabitjumped outAfter breakfast,I saw my dad and uncle Paul _ _ (1)storyline(线索)impressedIt got dark,we had no idea where we were._(2)_ (3)?_ (4)Tip2 Grasping the storyline can help us predict the development of the story.riding horsesrelaxed;joyfulworried?frightened?surp
38、rised?interested?读后续写教学技巧与步骤语言定位一致性各种时态准确判定应用Literary Form选词用词句式选择对白/独白/旁白口语/书面语第一、第二、第三人称Narrative TextNarrative PersonalNarrative TenseNarrative Method读后续写与阅读的关系：写作语言既有虚构成分但不失趣味，写作是既要运用形象思维但也要语言严谨；写作既要有效梳理和整合情节更要注意有效发散思变思维；写作时多用顺叙文本思路，但也要注重结局精妙(出乎意料，但在情理之中)Part Five读后续写教学与学生文本思维培养Post-reading&Writ
39、ing Instruction and Cultivation of Students Textual Thinking接触阅读问答讨论思考理解价值取向文本评价英语阅读思维原则与宗旨A R T I F I C I A L I N T E L L I G E N C E读前思维注重对文本标题、事件与人之间的有限联想读中思维强调对文本内容在时间动作交互的流程顺序读后思维侧重梳理、归纳、延伸、质疑阅读思维应用读前重框架形象联想读中事由流程顺序读后思维导图形成文本解读思维培养层层递进提问方式(1)Step 1 大体问题(文本关键四要素)框架问题Step 2 细节问题(文本局部之因素)墙壁空间Step
40、3 段落主旨(文本段落之特点)功能特征Step 4 深层思维(文本内涵之反思)意图目的如何培养学生文本思维How to Develop Students Textual Thinking(See another PPTX)Assignment1.What do you learn from the text?2.What kind of person is your partner?3.What qualities does your partner have?4.Do you think he will be a great person in the future?不同文本内容，不同教学方
41、式 摒弃一条道走到黑由框架到具体，由主体到细节 注重收集分类步骤由浅显到隐含，由语义到逻辑 遵循由表及里原则由单一到多维，由师生到生生 讲究挖掘潜力意识由对话到陈述，由口头到笔头 多维层面呈现文本由个体到群体，由读论到演绎 输入容量输出质量由教师到学生，由孤赏到分享 静心阅读理念共享如何培养学生文本思维How to Develop Students Textual Thinking自我认知能力(自我认知、情感认知和价值认知等)自然认知构建过程策略共性认知社会认知个性认知方法认知一般认知能力(感觉、知觉、记忆、思维和想象等)社会认知能力(知识认知、情感认知和价值认知等)自然认知能力(知识认知、情
42、感认知和价值认知等)方法认知能力(方法认知、情感认知和价值认知等)因不同文本产生不同解读思维形式呈现的课堂而形成解读思维策略读前：多用联想式教师可从学生的想象图中发现问题，有利于调整课堂教学。(称之为：自下而上思维角度)读中：同步思维式侧重培养学生“意义解构与建构同步”对话思维方式，培养真读、深读与审读阅读思维习惯，形成对文本的审辨思维能力。读后：思维导图式教师宜采用“追问、延伸和归纳”方式逐步培养学生形成和完善自己的思维导图(有数据、事例、流程、证明和结论)。反思：教师三层次考量搭好思维脚手架阅读前期准备工作耐心细致引导师阅读中期掌控技巧正向思维评价师阅读后期思能形成Summary读后续写教学技巧与步骤我的建议阅读思考关注文本基本信息(四要素)熟练掌握选择关键信息词准确抉择冲突事件情感词续写短文紧扣原文情节思路发挥想象巧融叙述逻辑与思辨发散点时态人称一致结局须有亮点文本素材文本题材和体裁适合学生故事情节完整有冲突环节重阅读数量质量齐头并进Thanksfor Your Attendance