高中英语阅读教学中基于思维品质培养的实践与反思
——Stand in Others’ Shoes 教学反思
南京市第十三中学 王雨婷
Stand in Others’ Shoes 是一篇夹叙夹议的文本。文章讲述了作者自己不幸的遭遇，以及改变她一生的一次经历，并引发了作者关于人生、幸福、死亡等诸多方面的感悟。文章可以分为三部分：第一部分讲述了作者两年之内痛失丈夫和儿子的悲惨经历；第二部分在字里行间映射出作者的心灵受到强烈冲击，照顾她的护士虽和她有着惊人的相似，却比她还要不幸；最后一部分点明主旨，升华主题，作者呼吁更多的人能够关爱他人，学会换位思考。为了上好这样一节充满情感、内涵、寓意的阅读课，笔者从语言细节入手，以感情变化为主线，以修辞手法为依托，引导学生挖掘主人公的情感变化及深层次含义，积极调动学生的创造性思维和批判性思维，以达到培养学生思维品质的目的。
下面笔者将以我校2016年“行知杯”课堂教学大赛初赛参评课Stand in Others’ Shoes为例，从教学目标、教学重难点、教学流程这三个维度进行教学反思。
一、对于教学目标的反思
Teaching objectives:
1. To understand the narration thoroughly by structure analysis and figure out the emotional changes of the author by in-depth reading.
2. To recognize and grasp the functions of rhetoric used in the article, like metaphor, personification, inclusio, etc. by reading beyond the lines.
3. To learn valuable lessons from setbacks by writing a story about your own battle with proper inherent emotions and reflections.
【教学反思】从知识、技能、情感、思维四个层面出发，教学目标的设计既需要考虑学情现状，又需要考虑文本特征。高二的学生英语语言能力较高，能够较好地理解并归纳出文章大意，但在情感的分析与把控，修辞的功能与运用方面还有很大的提升空间。借此契机，教师希望进一步发展学生的语言素养、文化素养、情感素养，而不是仅仅停留在语言水平的提高上，以培养出一代懂语言、会交流、有思想、高情商的青年学生。
二、对于教学重难点的反思
Teaching focus and difficulty:
1. How to inspire the students to figure out those inherent emotions hidden between the lines;
2. How to analyze the structure and languages from the application of rhetoric.
【教学反思】该文本的两大亮点在于：细腻情感的表述和修辞手法的运用。情感和修辞是教学设计和课堂活动过程中的重中之重。如何更好地帮助学生体会、挖掘出潜在情感？如何通过修辞手法的介绍使学生更好地掌握篇章结构和文体文法？这些都是启蒙的种子，构思的浓墨重笔。
三、对于教学过程的反思
Teaching procedures:
Step1 Lead in
Watch a short video clip about how a beautiful lady helps a blind man.
【教学反思】该视频介绍了一位盲人在街头乞讨时，遇到了一位年轻女士，她把盲人的乞讨标语换了一种表达方式，结果更多的路人被标语打动伸出援助之手的故事。利用多媒体资源进行导入可以有效地提高学生的学习兴趣，同时该视频主题与文本主题完全吻合，直截了当、亲切自然地引入文章正文。
Step2 Reading strategy
This is a first-person narration provided by a narrator inside the story as a/an ________ (main character/ participant/ observer).
While reading, we should pay attention to what she described and how she __________. felt
Q: Why did the author present the story in the first-person?
【教学反思】文章通篇运用第一人称叙述故事，真实感人，于读者而言更有说服力和感染力。阅读策略作为指导方针，通过第一人称的应用引出情感变化这条主线，贯穿整个教学过程，结构清晰明了，情感深入浅出。
Step3 Structure analysis
Part1 (Para1-4): The author suffered from the physical and emotional pain due to the death of her husband and son.
Part2 (para5-7): The nurse who took care of the author shared many similarities with her but faced a more difficult situation.
Part3 (para8-9): The author has learned a life lesson from the experience.
【教学反思】根据大意将文本划分成三部分，可以有效地帮助学生迅速了解文章结构脉络，有针对性地开展语言剖析任务。但在最后一个板块，作者明白了一个改变她一生的道理——换位思考。为了全方位地开发学生的创造性思维，此处可以设置留白，让学生自己来写作者的感悟是什么，即揣测文章主旨及写作意图。框架结构的分析因而也就可以一笔带过。
Step4 Read between the lines
1. Six months after my husband died, I was sinking in the quicksand of grief. I could not pull myself out of the misery. (para3) Q1: Can we change the underlined sentence into “I was still in grief”?
2. Life handed me a perfectly wrapped lesson that opened my eyes to the fact that through my suffering I had allowed myself to become blinded by my self-pity. (para3) Q1: What's the function of “handed”“opened”？ Q2: What does the sentence mean?
【教学反思】细读文本的第一部分，作者的悲惨遭遇令人心疼、怜悯，一字一句都渗透着浓郁的悲伤。sink一词反映出作者爱之深、痛之切；quicksand则运用了metaphor（隐喻）这一修辞手法恰如其分地表达出作者正在经受的无法逃避的巨大的“失亲之痛”。第二个句子中hand和open两词运用了personification（拟人手法），使人生具体化、生动化，此时的人生不再是抽象的概念，而是化作了一位有生命、灵动的挚友，以一种亲近自然的方式告诉作者生活的意义。
Step5 Read beyond the lines
1. How hard is it to ask your patient how she's feeling? I wrote her off as a bad nurse who had little sympathy, and remained absorbed in my own emotional and physical pain. （Para5 L5） Q: Why does the writer use question mark here？Can we change it into a statement?2. The third night the young nurse was a little more talkative. She asked me how I was feeling (finally!). （Para5 L8） Q: What does the writer want to imply through “（finally！）”? 3. She looked at me and told me that her husband had died too, just two months earlier. I was stunned. Speechless. Shocked.（Para5 L10） Q: Is it strange to use “Speechless. Shocked.”？4. Never, in any of the possibilities that my mind entertained of why this nurse was so unfriendly to me, did I even consider that she might be in the same pain I was. （Para6 L1） Q: Why is “Never” placed at the very beginning of the sentence？【教学反思】细读文本的第二部分，作者的情感态度发生了细微且深刻的变化。通过对于句法措辞上的发问，激发学生对于作者情感的推测与判断，依据上下文语境再做出进一步论证，有效地培养学生逻辑思维、创造性思维等。第一问和第二问从句型、标点符号入手，第三句和第四句着力于语义重复、句式结构，探讨不同阶段所体现出的思想感情，作者对照顾她的护士由一开始的 “Dissatisfaction; complaint; hate; blame”到“Remain unsatisfied and contempt”再到 “strong feelings like shock, shame, regret and guilt” 以及最后“Realize her self-pity; Reflective, guilty”，各种错综复杂的情愫在回归语言本身、结合上下文后被各个击破、逐渐明晰。
Step6 Read beyond the passage
1. Please figure out the changes of the writer’s moods.
2. What is the author grateful for? How do you understand it?
3. Always take the time to be kind even when you’re suffering with your own pain. And don't assume that someone else has it easier than you. You never know the battles someone else is fighting.（Para9 ）What’s the meaning of the word “battles”? Is the sentence a good ending or not? Why?
“Battles” represent the difficult times and experiences everyone once suffered, is still suffering, or will suffer.
Inclusio （首尾呼应）
【教学反思】细读文本的第三部分，作者的感悟意味深长。第一部分和第二部分埋下的情感伏笔很好地为第三部分的人生领悟做铺垫。在阅读之初，教师布置两个活动任务，一是勾画出能够表示作者情感的措辞；二是概括出文章大意和框架结构。基于学生自己归纳的情感提示词，在教师的循循善诱下，学生自然而然地领会了“humbled”，“grateful”的真正含义，并进一步揭示出文章的主题和写作目的。拔高教学任务之后不急于点破，而是让学生带着自己的理解和感悟再次回归到文本最后一段，欣赏语言最初的美好与谋篇的精巧。
Step7 Critical thinking
What title might be given by the author?
【教学反思】文章原本有标题，但笔者在发给学生的文章中有所改动，删掉了原有标题，试图让学生自己拟标题，并进行比较，以培养其批判性思维。有同学回答：Care more about others； Everyone has a battle to fight; Be kind to others, etc.基于全文的理解制定标题，可以有效地锻炼学生的归纳概括能力；阐述拟定标题原因及优势，可以有利于培养学生的探究分析能力；学生自评、互评、他评相结合，可以充分发挥多元评价机制的辐射力与影响力；比较原作者标题和学生拟定标题，可以很大程度上鼓励学生敢于批判，突破自我。
Step 8 Writing
Write a story about your “battle” (hard time), which is very impressive and inspiring.You shoud: 1. describe the story with emotional changes if necessary. 2. mention what you have learned from the experience. 3. use rhetoric(修辞) we have learnt just now if you can. Step 9 Homework
Finish your writing and send it to my e-mail address: wangyutingiris@163.com
【教学反思】写作的目的在于及时将语言输入转化为文字输出，进一步巩固课上所学技能与方法。与此同时，写作提示部分涵盖了对于情感、主题、修辞三方面的要求，写有启迪的“battle”既抓住了“battle”这一关键词，又抓住了人生领悟这一关键点，集内容、情感、句法于一体，促使学生打开思维的大门。
总之，这节课给笔者带来了一种全新的英语课体验，它是一种文化熏陶，一种情感交流，一种世界观、价值观的顿悟。当然，这节课还存在许多不足和需要改进的地方，例如：有个别问题学生的解读不是很清楚，教师指令不够清晰；最后一块作文的呈现没有来得及；多放手给学生，让学生来多表达观点、论述缘由。在英语教学的这条道路上，乐于探索，乐于尝试，乐于反思，乐在其中。