续写中的问题解决思维-2023年新高考英语读后续写提分技能.docx

2023年新高考英语读后续写提分技能3.01续写中的问题解决思维背景回顾1普通高中英语课程标准（2017年版2020年修订）（以下简称课程标准）指出， 高考应重点考查学生的英语理解能力和表达能力。其中理解能力包括在特定的情境中，学生 对口头和书面语篇的理解能力、对其作出反响的能力以及从中获取信息的能力等；表达能力 指学生应用英语进行口头或书面表达的能力，特别是在真实的情境中利用英语传递信息、沟 通交际、表达观点与意图、阐释情感的能力等。可见，英语高考考查的重点是学生在真实的 问题情境中分析问题和解决问题的能力，以对学生的学科核心素养的开展状况作出客观的评 价。问题解决能力指的是学生面临问题情境时，在没有现成、可行的方法能够利用时，学生 将已有的知识经验进行重组、加工，找到突破问题的方法与途径，从而将情境转为目标 情境、直至问题解决的能力。学生问题解决的过程一般包括理解与分析问题、探究与形成方 法、制定与实施计划、总结与得出结论、讨论与反思结果等五个阶段。问题解决能力的基本 要素包括理解与提炼、分析与表达、推理与实践、总结与反思等四个局部。问题解决能力的 提升，需要学生在日常的学习过程中，基于特定的情境，充分体验问题解决的全过程，并将 问题解决能力的诸要素，应用到此过程中。课程标准指出，高中英语课程倡导实践英语学习活动观，引导学生通过自主学习、 合作学习与探究学习等方式，开展多元思维和批判性思维，进而提高学生的英语学用能力。 但是，无论是英语“学”的能力，还是“用”的能力，都需要学生在真实的情境中，在学习 了解、应用实践、迁移创新中，学会问题解决，从而能够有效地利用英语获取、阐释和评判 语篇意义，到达正确而愉悦地表达观点、意图与情感的目的。方法策略问题解决思维触发“问题解决”教学。“问题解决”教学模式是以问题为中心，以学生 为主体，教师加以引导的一种教学模式。在“问题解决”的教学模式下，学生将面临一系列 未经历过的情境，并在这种情境.卜探究新的方法以解决困难。此教学模式极大的提高了学生 的自主性和创新性，同时也表达了以学生为主导的教学理念。在此模式下，教师采用“问题” 或“问题链”模式有助于帮助学生理清文本逻辑，使整篇文章在一条线索的串联下展开。在 “问题解决”教学模式下，学生可以更加自主地思考，随心所欲地在小组内交流，并开展有 意义、高效的师生合作，从而形成了 “自主设计小组讨论教师引导”的课堂模式。“问 题解决”模式既符合课程标准的理念，同时也培养了学生的英语学科核心能力。以海南省 2020年高考读后续写试题为例，基于问题解决的英语读后续写教学流程如下： 1.提出相关问题，梳理原文主线学生在续写前应该理解原文，将原文情境与自身经历相结合，构建一个新的情境模型， 然后再创立内容，以确保续写的文章能在内容与逻辑方面和原文保持连贯。教师在原文分析 中指导学生从内容方面解读文本逻辑能够帮助学生准确抓住故事线索。教师可以在原文的基 础上提出几个关键问题，学生带着问题去读文章，在此基础上，学生可以根据自己基于“问 题解决”模式探索读后续写教学策略思考的答案去分析文章，把握文章线索，概括文章大 意，并理解作者的写作目的。例如，海南省2020年高考读后续写的阅读语篇讲述了在经济危机的大环境下，善良的 Meredith太太和她的三个孩子想方设法帮助一个贫困家庭的小男孩的故事。原文故事到这 里戛然而止，留出了续写的思维空间。根据布鲁姆的认知理论，问题链的设计需包含由低阶 向高阶的问题。故我们可以设计以下问题链，让学生阅读文章，寻找答案：(1) Who are included in this story? Where did the story happen ? When did the story happen? What happened in this story? How did they want to do to solve the problem?此举意在引导学生有目的地了解文章大意，获取文章基本信息、，尽量保证续写文章不会 出现细节性的错误。细读环节结束后，就文本结构提问，形成如下问题链：(2) How many aspects are included in the story ? What are they ?此举意在引导学生进一步归纳和整理文本，训练学生内化信息的能力，构建语篇框架。 2.自主设计问题，列出写作提纲语篇连贯表达在两个方面，其一是关联词的连贯，其二是内容与思维方面的连贯，即上 句与下句之间是否逻辑清晰，内容合理。要写好逻辑清晰的文章，不仅要关注原文语篇，续 写所给出的首句也十分重要。例如，2020年海南省高考读后续写的第一段所给首句为“WhenMrs.Mededith heard of John idea,she thought it wasa good one,too.v 这一句是故事开展的关键，可从 Mrs.Meredith 同意后孩子们是准备如何去帮助Bernard来展开。在此，我们可以提出两个关键问题：(3) Did Mrs.Meredith agree with their idea? What did they do to help Bernard?第二段所给首句与前文 “Bernard can take it around to the houses and sell it.” 呼应,可 以从Bernard卖出爆米花后的所感以及Mrs.Meredith的孩子们帮助Bernard后的感受拓 展。故我们可以引导学生提出问题(4) How is Bernard's new business? What's the feeling of Bernard? What's the feeling of those children?学生可以根据问题链自主设计自己的写作提纲，剖析作者的写作思路，形成结构框架。问题链的设计使学生的逻辑层层递进，从而使续写文章的结构紧凑，上下连贯。3.合作解决问题，展示任务成果建构主义理论认为，知识不仅是个体在与物理环境的交互中建构起来的，而且社会性的 交互（协作）更加重要。我们可以引导组内学生再次围绕文本内容提出一系列有关经验 性，评价性的问题，引发学生继续思考，对于存在分歧的地方再次讨论，最终每个小组呈现 出一篇完整的构思提纲，使文本理解在这一步继续深入。本环节是对课堂学习成果的潜移与 检测，以问题化的框架解决一个新的问题，同时升华主题，激发学生的情感态度价值观。 4.总结归纳所得，确保续写成文梳理归纳出本节课未解决的问题以及新出现的问题，学生尝试在续写的过程中自己思 考，不断提出具有创造性、批判性的问题，形成自主解决问题的通路。通过高效合作的课堂 不断完善自己的思考，激活其可持续性的学习行为，提升思维品质。在问题链的引导下，学 生的续写文章逻辑紧密，文章结构清晰，线索明了，极大的促进了学生思维逻辑的开展。实践强化.（2022.湖南岳阳.三模）阅读下面材料，根据所给情节进行续写，使之构成一篇完整的短文。Jennie Grant lay on a cot （小床） near the window. She had been lying in that same placefor many weeks. One of her legs was shorter than the other, and the doctor had fastened a heavy weight to it in order to make it grow. But she must be still all the time.Every morning before her father went to work, he moved ha* cot close to the window so she could look out. There was not much to see, for the buildings were high. But she loved to watch the swallows against the sky, and there was a flock of doves that often alighted （飞落）on the roof across the way. Still she became very tired with nothing to do and no one to play with.One day Mrs. Brightly came to see if she could help her. On the way home, she was busy thinking about Jennie. Suddenly she said to herself, “I know what I'll do. There are my two little sisters who have plenty of money and hardly ever think of anyone but themselves, and there are some other little neighbors. We will have a little "Sunshine Band' and make her happy, and the children will enjoy doing something for someone who needs help. They will find that "it is more blessed to give than to receive.'"She wrote notes to the girls, asking them to come to her house Monday afternoon. Then she told them the plan. They decided to fill a pretty basket to stand by Jennie's bed, and took it to her on her birthday. Everything was to be put in packages, so her pleasure would last a long time, and everything was to be something for Jennie to do. Week after week they met and worked on the articles for the basket. They enjoyed it so much that they could hardly wait for Jennie's birthday to come.注意：1 .所续写短文的词数应为150左右；.续写局部分为两段，每段的开头语已为你写好。Paragraph 1:One bright morning when Jennie opened her eyes, she remembered it was her birthday.Paragraph 2:The girls enjoyed their giving so much that they decided to be Sunshiners “ all the year round and asked Jennie to join.【答案】One bright morning when Jennie opened her eyes, she ivmembered it was her birthday. The first thing she saw was a big basket beside her bed, and on top a label that said, "Reach in and take out a package when you don't know what else to do. From "The Sunshiners' '' She put her hand under the cov of the basket and felt the bundles. It was the little box that held the doll. Jennie had a delightful time cutting out patterns and making clothes for the doll. She did not open any more of her bundles for a day or two, for she wanted to make them last.The girls enjoyed their giving so much that they decided to be Sunshinersall the year round and asked Jennie to join. She could quickly think of nice things to do. Months later, when the weight was taken off her foot and she was able to walk, she was always helping those in trouble and give them joy, as every true "Sunshiner“ should. The girls also found the changes on their own as they were more optimistic in face of adversity. Although receiving much praise, they thought they just became the person they could be.【写作解析】本文以人物为线索展开。讲述的是为了让腿生长的珍妮格兰特，在腿上绑着重 物，躺在帆布床上，她的父亲上班之前，会把她的床移到靠近窗户的地方，让她可以看见外 面，布莱特太太想出方法帮助珍妮，她和其他一些小邻居为珍妮的生日准备一个漂亮的篮子， 她们迫不及待地想要珍妮的生日到来给她送礼物。之后她们邀请珍妮加入她们的“阳光者”， 去做一些力所能及的事情帮助别人。1 .段落续写由第一段首句内容“一个晴朗的早晨，珍妮睁开眼睛，想起今天是她的生日。”可知，第一段 描写在珍妮生日到来这天，收到了布莱特太太和其他小邻居给她准备的礼物，一个大篮子， 珍妮收到礼物后非常高兴。由第二段首句内容“女孩们很喜欢她们的付出，她们决定全年都做“阳光者，并邀请珍妮加 入。”可知，女孩们觉得为别人付出是很快乐的，并且邀请珍妮加入，一起做阳光者，所以 本段描写邀请珍妮加入之后她们接下来所做的事情，以及带来的快乐和感悟。2 .续写线索：珍妮躺卧在家布莱特太太想帮助她想出主意实施计划收到礼 物邀请珍妮加入“阳光者”感悟。3 .词汇激活行为类：决定：decide/determine ；带来:take/bring；想到：think of/come up with 情绪类：高兴：delightful/cheerful/joyful；积极：optimistic/positive【典型句式】【句型 1】It was the little box that held the doll.（使用 It was. .that 的强调句式）【句型 2】She did not open any more of her bundles for a day or two, for she wanted to make them last.（使用for引导原因状语从句）【句型 3】 Although receiving much praise, they thought they just became the person they could be.（使用although引导让步状语从句）2.（2022.湖北省罗田县第一中学模拟预测）阅读下面材料，根据其内容和所给段落开头语 续写两段话，使之构成一篇完整的短文。The e-mail request came in to Ekiben restaurant in Baltimore late on a Thursday afternoon in March: tempura broccoli（天妇罗花椰菜）.The man who sent the e-mail didn*t actually want the food itself. He was writing on behalf of his mother-in-law, who adored the dish. He went on to explain that she was now in the final stages of lung cancer at her home in fermont and that he was hoping to get the recipe to make it for her there.Steve Chu, one of the Asian restaurants co-owners, read the e-mail and quickly replied with an alternative suggestion. HThanks for reaching out.n he wrote. "We'd like to meet you in Vermont and make it fresh for you.”Brandon Jones, the son-in-law, was shocked. He e-mailed back, saying, nYbu do know that this is fermont we're talking about, right?'1 said Brandon. But Steve responded, nNo problem. You tell us the date, time, and location and we* 11 be there."For the past six years, every time Brandon*s mother-in-law visited Baltimore, the first place she wanted to go was Ekiben so she could have that broccoli. I really wanted her to have it one more time,'1 Brandon said.HShe had always told us, 'When I'm on my deathbed, I want to have that broccoli,'" recalled Brandon's wife. Rina Jones.注意：L续写词数应为150词左右；2.续写局部分为两段，每段的开头语已为你写好。Paragraph 1:That Friday after work, a day after receiving Brandon's e-mail, Chu and his team were readytotosetoff.Paragraph 2:As soon as the door was opened, the mother recognized the amazing smell as well as Chu and hisc ow orkers. 【答案】That Friday after work, a day after receiving Brandon s e-mail, Chu and his team weir ready to set off. They loaded his truck with a hot plate and a cooler filled with ingredients and then headed for fermont. They stayed overnight in a hotel and drove the next day to the apartment where Rina's mother lived. As soon as Chu and his team pulled into the parking lot, they got to work. They pulled down the gate of the truck, hooked the hot plate to the truck's power port, and started cooking and deep-frying. In addition to tempura broccoli, they made tofu with peanut sauce and some steamed rice. After neatly boxing everything up, they knocked on their customer's door.As soon as the door was opened, the mother 陀cognized the amazing smell as well as Chu and his coworkers. She was so happy and touched that tears welled up in her eyes. She kept saying, nI don't understand. Ybu drove all the way up here to cook for me? I couldn't believe it!n "It is an honor to help fulfill your wishes,*1 Chu said, nthere is a lot of good, positive energy in doing this.* Rina was happy that her mother was able to enjoy her beloved broccoli one last time. "My mom cried later about their generosity, and so did I," Rina said, 'TH always carry that positive【写作解析】本文以人物为线索展开，讲述了餐厅老板朱和他的团队收到布兰登的求助邮件 后驱车前往佛蒙特州为他身患癌症的岳母制作她最爱吃的天妇罗花椰菜的暖心故事。1 .段落续写：由第一段首句内容“周五下班后，在收到布兰登的电子邮件一天后，朱和他的团队准备出 发。”可知，第一段可描写朱和他的团队做好准备工作后驱车前往佛蒙特州、找到丽娜母亲 的住处并为她制作她最爱吃的天妇罗花椰菜以及其他食物。由第二段首句内容“门一翻开，这位母亲就闻出了那股神奇的气味，也认出了朱和他的同 事们。”可知，第二段可描写丽娜和母亲看到朱和他的同事们的反响以及对他们的感谢并决 定将这份善意传递下去。2 .续写线索：做好准备找到丽娜母亲的住处制作美食闻出气味并认出朱既 高兴又感动感谢决定传递善意.词汇激活行为类：出发：set off/set out；前往：head for/leave for；认出：recognize/identify 情绪类：高兴的：happy /delighted；感动的：touched /moved【典型句式】句型 1. As soon as Chu and his team pulled into the parking lot, they got to work.（运用了 as soon as引导的时间状语从句）句型 2. "It is an honor to help fulfill your wishes,'1 Chu said,（运用 了 it 作形式主语）3. （2022.辽宁东北育才学校二模）阅读下面材料，根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。续写的词数应为150词左右One day when I was 5 years old, my dad headed for work while my mum drove me to the town for shopping. Soon we got to a supermarket. While my mum was picking up vegetables, I spotted some attractive apples, which looked big and red and smelt pleasant. All of a sudden I had the desire to eat apples. I begged my mum to buy some and she agreed.After getting all the groceries, we went for a walk in a park in the town and didn't return until it was close to noon. Upon arriving home, my mum left the bag of apples in the sitting room and went to prepare the lunch in the kitchen. Right there and then I could hardly wait to taste the apples, so I took one and had a big bite even without washing it. However, to my disappointment, it wasn't as sweet as expected. Luckily, when I tried another, it was satisfying this time. When I was enjoying it, my mum called me to give some apples to our neighbour. Julie, an old lady living close to our home.Julie lived by herself. She was a kind lady and treated me very well. When my parents had no time to look after me, I would go to hers and she would help take care of me. And she liked chatting and even playing with me. So when my mum asked me to deliver some apples to her, I was very glad to do that.I found a plastic bag in which to put some apples. But I hesitated just before picking them up. “Some apples are not that delic ious. I should send some good ones to Grandma Julie." I thought But how could I tell the sweet ones from the rest? I wondered because I had no idea how to find it out just by their appearance.Paragraph 1:Then all at once, a clever idea hit me.Paragraph 2:Returning homefivm Julies home. I told my mum what I had done with the apples.【答案】Then all at once, a clever idea hit me. I could distinguish the delicious ones from the not so delicious ones by having a bite of each apple. Then I grabbed every apple, had a small bite and divided them into two bags. No soono, had I finished tasting all the apples than I took the ones tasting good to Julie's house. She thanked me heartfeltly when I handed the apples to her. I could feel her suspicion when she saw the bitten apples, but she said nothing. Proudly, I went home.Returning homeftvm Julies home. I told my mum what I had done with the apples. With pride in mind, I heard my mom laughing loudly. Failing to hold back her laughing, she tapped my shoulder and said, "My dear, let's go to Julie's home to have an explanation. After Mom explained the whole thing to Julie, Julie burst out laughing as well, praising me at the same time. She understood my behavior and thought highly of my thoughtfulness. My mom didn't blame me, protecting my naivete as a child. Until now, I have still felt amused about my behavior every time I had apples.【写作解析】本文为一篇说明文。讲述了作者小时候的一次经历。和妈妈去逛街回来，买了 一兜苹果，妈妈让我给邻居送去，我为了给邻居送更甜的苹果，我将每个苹果都尝了一口。 这次经历让我到现在都觉得好笑。1 .段落续写：由第一段首句内容“立刻，我就想到了一个好主意”可知，本段可以写“我”为了区分苹果味 道的好坏，将每个苹果都尝了一口，然后将尝起来比拟甜的苹果给邻居Julie送了过去。 由第二段首句内容“我一从Julie家回来，就将我如何区分苹果的方法告诉了妈妈。”可知， 本段可以写妈妈听到我的方法后，忍不住大笑起来，然后妈妈带着我去Julie家解释。妈妈 为了保持我的纯真，并没有责备我，但是我直到现在，一吃苹果，就会想到小时候那次有趣 的经历。2 .续写线索：想到好主意将每个苹果咬一口，尝味道将更甜的苹果给Julie送去告诉妈妈我的方法妈妈带我去解释至今想起来还觉得好笑3 .词汇积累：行为类：(1)区分:distinguish>te 11 apart； (2)控制:hold backcontrol/contain； (3) 责 备：blame一reprove情绪类：(1 )由衷地：heartfeltlyfrom the bottom of heart ； ( 2 )体贴： thoughtfulnes s>cons ideration ；(3) 笑的：amused>comical/ridiculous【典型句式】【句型 1 】Failing to hold back her laughing, she tapped my shoulder and said, “My dear, let's go to Julie's home to have an explanation.(运用 了现在分词作状语)【句型 2】No sooner had I finished tasting all the apples than I took the ones tasting good to Julie's house.(运用了局部倒装)