○王愛琴
閱讀教學離不開問題引領,提問是深入解讀文本的重要策略之一。教師要重視學生的自主提問,通過巧妙點撥,引發學生積極思考、主動探究,使他們真正成為課堂學習的主體。本文以My e-friendStory time 板塊教學為例,探討閱讀教學中學生自主提問能力的有效培養。
教師創設真實的語言情境,讓學生自由地提問,師生之間的互動交流自然、和諧。
【教學片段一】
T: Nice to meet you,boys and girls. In this class,I want to know something about you first. Would you please tell me?
Ss: Of course.
(The teacher asks some questions about age,subiects and hobbies. The students answer the questions.)
T: Do you want to know something about me?These sentences maybe can help you.
(學生依據關鍵詞提問,了解教師個人信息。)
S1: Are you good at singing?
T: No,I’m not. But I’m good at swimming.
S2: Do you like shopping?
T: Yes. I always go shopping at weekends.
S3: Can you cook well?
T: Just so so. I can cook vegetables well.But I can’t cook meat or fish well.
…
課始Free talk 環節,師生通過互動提問相互交流信息。在教師的話語激勵和問題引領下,學生自主提問,了解自己最為關心的話題,自然而真實。這一引領性提問,為文本教學做好了充分預熱與鋪墊。
閱讀教學中,教師應有意識、有策略地培養學生的問題意識,鼓勵他們敢于提問、善于思考,使思維活動逐步走向深入。
1.疑慮處提問。文本中的標題、插圖等往往含有豐富的信息資源,教師對此加以利用,給學生設置一定的懸念,讓他們提出自己感興趣或關心的問題,從而調動其學習積極性。
【教學片段二】
T: Boys and girls,What do you want to know when you see this picture?
S1:Where are Liu Tao and Wang Bing now?S2: Why does LiuTao look happy?
…
T: Good questions. Let’s watch the cartoon and find the answers.
(The students watch the cartoon.)
T: Now please read and fill in the blanks.
Wang Bing is writing an e-mail to his e-friend in the computer room . Liu Tao comes in. He wants to play football with Wang Bing.
學生通過自己設疑、解疑的方式與文本進行了深入接觸,在自主訓練中提高了發現問題和解決問題的能力。
2.空白處提問。文本涵蓋的信息往往不是單一、封閉的,而是留有空白,教師對此加以挖掘,讓學生充分體驗人物角色,加深文本內涵理解,進一步培養其自主思維能力。
【教學片段三】
T: If you are Liu Tao,how do you invite Wang Bing to play football?
S1: Wang Bing,do you want to play football with me?
S2: I want to play football. Do you want to join me?
…
T: Now you know Wang Bing has an e-friend,Peter. What questions do you want to ask Wang Bing about his e-friend?
S3: Where does Peter live?
…
T: How does Liu Tao ask Wang Bing in the story?Please read and underline in your book.
T: Read the questions together.
Ss: Does he live in London?What subjects does he study at school?Does he study Chinese?What does he usually do on Sundays?Does he play well?
由此,引出了本單元的新句型:一般現在時主語為第三人稱單數形式的一般疑問句和特殊疑問句。以問題引領學生進入文本,不僅關注了文本的話語形式,還關注了話語內涵,有效提升了學生的問題意識。
文本學習經歷了感知到理解后,還應進一步內化,以此培養學生的問題意識,實現從掌握到運用的轉化,提升語用能力。
1.真實語境提問。學生在自然、真實的話語情境中,相互交換信息,自主交談。
【教學片段四】
T: Wang Bing tells Liu Tao something about Peter. Do you know something about your deskmate’s friend?What’s your question and how to ask?
S1: Who’s your good friend?
S2: How old is he/she?
S3: Where does he/she live?…
學生利用問題自主交流,在此基礎上進行綜合語段輸出,有效提升了語言綜合運用能力。
2.模擬語境提問。通過圖片、動畫等媒體為學生創設模擬性的交際情境,學生在角色扮演中自主地進行話語交談,根據自己感興趣的話題進行提問。這一模擬情境中的提問,既關注了動詞第三人稱單數變化形式,又區分了特殊疑問句和一般疑問句,在鞏固新語言句型的同時增強了學生的語用意識,發展了思維能力。在提問過程中,教師不可急于求成,而要學會等待,給學生留足空間和時間,以此保證他們思維的流暢性和發散性,學生的語言綜合運用能力也得到提升。