阅读问题的层次性设计.docx

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1、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 RoseThe first day of school our professor introduced himself and challenged us to get to know someone we didnt already know. I stood up to look around when a gentle hand touched my

2、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. Im 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 sque

3、eze. Why are you in college at such a young, innocent age? I asked. She jokingly replied, Im 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

4、 college education and now Im 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

5、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 sem

6、ester we invited Rose to speak at our football banquet. Ill 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 microph

7、one and simply said, Im sorry Im so jittery. I gave up beer for Lent and this whiskey is killing me! Ill 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 playi

8、ng. There are only four secrets to staying young, being happy, and achieving success. You have to laugh and find humor every day. Youve got to have a dream. When you lose your dreams, you die. We have so many people walking around who are dead and dont even know it! There is a huge difference betwee

9、n growing older and growing up. If you are nineteen years old and lie in bed for one full year and dont 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

10、t take any talent or ability. The idea is to grow up by always finding opportunity in change. Have no regrets. The elderly usually dont 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 si

11、nging The Rose. She challenged each of us to study the lyrics and live them out in our daily lives. At the years 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 funera

12、l in tribute to the wonderful woman who taught by example that its 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, theyll really enjoy it! These words have been passed along in loving memory of ROSE. REME

13、MBER, 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。今日小结今天我们分享

14、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

15、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 ? Wh

16、at 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我个人觉得Bloom的

17、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。DimensionQuestionsPrediction: Whats 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

18、? What advice did she give on life in her speech?Inferentialn What does “time machine” refer to in Para.3?n How was Roses life in college?n How was growing old different from growing up according to Rose?n What words can be used to best describe Rose?n Whats the possible theme of the song sung by Ro

19、se at the end of her speech?Critical Do you think “Rose” is the real name of the lady? Whats 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51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

20、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 heroineRoseThe placeThe university campusTimeOn _of universityOver _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 ol

21、der and growing up?2. Whats your understanding towards the sentence “Ill never get my speech back in order” ?3. Why did the writer use the word “peacefully” to describe Roses 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

22、，引入运用层面的问题1. What kind of person was Rose according to the passage?To peopleTo life1231232. What have you learned from Roses 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 sente

23、nce “We became instant friends”, can we infer what kind of person the author is?2. What is life to Rose?3. Whats 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

24、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. Whats the real purpose of the author writing this story?3. Does the author tell us “the meaning of life” in the story? What

25、s your understanding?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 Roses 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

26、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。

27、Growing olderUnavoidablelivinggetgrowing 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 youve 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 “yo

28、u” in 60 or 70 years about what kind of life youd 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 ar

29、e 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

30、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，plo

31、t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

32、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 i

33、s 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 MAN

34、DATORY. 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

35、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 lineI/We did and feltI/We did and feltI/We did and feltI/We did and feltI/We did and feltI/We did and feltRose did and feltRose did and feltRose did and feltRose did and feltRose did and feltRose did and

36、feltStory line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 yo

37、ur 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

38、? 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 not?8. Do you hope to be a seed for others? If yes, how? If no, why not?9. Do you think this is a

39、 real life story? Or a fictional story? Prove your answer.10. Does Rose lead her whole life by giving? Prove your answer.11. For what purpose(s) did I write this story?12. Can everyone lead a life by giving? Prove your answer.13. If giving makes a life, and getting make a living, whats the relations

40、hip between giving and getting?14. Has Rose ever made a living by getting? Prove your answer.15. What has Rose given to other people? How did her giving make a life for her?16. Do you like lyrics or the melody of the song? Why or why not?17. The difference between growing up and 长大 can bring us more

41、 insights about life. Try to find more cases between Chinese and English which have the same function.让学生基于小组同学的批评意见，再度思考自己的观点。然后，鼓励部分学生基于小组意见，阐述自己的观点。鼓励学生课后分享各自的观点，建议学生把自己的阐述阐释写出来，贴在教室，与全班分享。以上讨论活动，鼓励用英文阐述，允许在必要时使用中文帮助自己完成阐述。鼓励学生课后思考、和老师讨论前面列出的所有讨论问题。参考文献Hill, J. D. & Flynn, K. (2008). Asking the right questions, Journal of School Development, 29(1), 46-52.