简析通过“读后续写”命题选篇体现“立德树人”教育观

李俊杰

摘 要：讀后续写作为最新一轮的高考命题改革中的新题型，可以更好地体现“立德树人”的教育观，发挥考试对教学的正面反拨作用。实践证明，合理的命题选篇可以引导学生对选定语篇的主题进行深度学习，对主题意义认真探究，并在此基础上，通过续写的形式表达正确的世界观、人生观和价值观，实现“立德树人”的教育观。

关键词：读后续写;立德树人;人与自然

读后续写，作为最新一轮的高考命题改革中的新题型，是高考综合改革试验省份高考英语试卷写作题的第二节。它与概要写作两种形式在不同考次不定期交替使用。

题型说明：根据《普通高等学校招生全国统一考试英语科考试说明》对该题型的要求，试卷中提供一段350词以内的语言材料，要求考生依据该材料内容、所给两段的段落开头语和所标示的关键词（10个画线词中选取5个以上）续写短文（150词左右）。所续写的内容发展与给定材料有逻辑衔接、情节合理、结构完整。《说明》中虽然没有对试卷中所提供的这段350词以内的语言材料的主题语境和立意有明确的要求，但其

合理的选篇却是落实“立德树人”教育观的关键。

命题思路：首先，实施普通高中英语课程应以德育为魂，使学生最终形成正确的世界观、人生观和价值观。这是《普通高中英语课程标准》中的基本理念。魂是一个人、一个民族乃至一个国家的立足之本和发展方向。德育为魂的理念体现了国家在教育方面的大智慧。作为教育一线的命题者应该在命题中体现教育的基本理念，发挥测试对教学的正面反拨作用。其次，读后续写的题型特点为实施“立德树人”教育观提供了客观可行性。读后续写是一种将阅读与写作紧密结合的语言考查形式，旨在考查学生的综合语言运用能力。学生需要在理解语篇的基础上，进行创造性的写作。学生的写是受到其所读的语篇内容的限制的。那么，合理的选篇就决定了学生在写的环节中的思维的方向和角度。学生在理解语篇的过程中，获取怎样的信息，体验到怎样的情感和写作意图决定了续写部分的内容与原文的契合度的高低，这是评判读后续写文章质量的重要标准。学生在阅读、思考、理解和再阅读、再思考、再创作的过程中，逐渐领会作者意图，感同身受的情感体验会使其浸润在正确的世界观、人生观和价值观中。因此，读后续写的命题选篇可以潜移默化地在学生的思维、态度和情感导向中发挥润物细无声的作用。

现以2019年沈阳市高一年级教学质量监测英语试卷中的读后续写为例简要分析合理的命题选篇对落实“立德树人”教育观的重要性。

附：命题

第二节 读后续写（满分25分）

阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。

A boy walked aimlessly in the woods many years ago in a part of America where bears used to live.One day he found a baby of a black bear. It looked like a little dog covered all over with thick brown hair. The boy caught up with it and carried it home. It was fed and brought up about the house， and soon became as tame as a dog.

Every day the boy had to go to school some way off. It was not long before the bear went with him， and it used to wander about the fields till school was over. At first the other boys were afraid of Henry's bear， but before long it became a great friend of the boys.

Many of them used to bring their dinners to school in small bags or baskets. These were hung on the wall， and during the play hour they were taken down， and the bear was sure then to get a good share of the bread and butter， and apples and pears. Sometimes， the bear would walk up to the baskets smelling the food.

Things went on in this way for a long time， but one day the animal was nowhere to be seen. It had found its way to the woods， and did not return. Search was made for it， but without success.

Many years passed， and great changes took place in the school with a new master taking the old one's place. A new set of boys filled the seats in the old school.

One very cold winter day， while the master was out， a boy chanced to leave the door half open， and suddenly a large black bear walked into the school！

The boys were in terror. Some ran to the door， and others made for the tables. One big fellow jumped out of the window. Two or three little girls hid themselves under the desks. One brave boy seized a piece of wood， and told the girls not to be afraid， for he would protect them！

注意：

1.所續写短文的词数应为150词左右;

2.至少使用5个短文中标有下划线的关键词语;

3.续写部分分为两段，每段的开头语已为你写好;

4.续写完成后，请用下划线标出你所使用的关键词语。

Paragraph 1：

But the bear did not harm anyone.

Paragraph 2：

In the meantime， the boy who had jumped out of the window had alarmed the village.

材料选择：这篇文章是被义务教育英语课程标准泛读教材《常春藤英语》以The Bear in School为题，收录在第四级上的一篇

英国教材经典篇目。从主题语境的角度来看，这是一篇有关人与自然的文章。读者读到故事的结尾都会对黑熊的结局感到惋惜，对“人与自然究竟如何相处”有所思考。学习英语的目的是什么？是比较文化的不同，是汲取文化的精华，是寻求文化的共同本质。由此引发对读后续写的选材思考：考试方向也应该是如此。英国人拿这篇文章来学习自己的母语一定有其道理。这是一个真实的故事，故事的结局是人们在射杀大熊之后才认出它是自己当年收养的老朋友。悲剧性的结局令人深思“人与动物如何和谐共处”这一深刻的问题。这就是选取这篇文章作为续写材料的初衷。“培养什么样的人”，这是中外教育工作者共同思考的问题。《常春藤英语》总主编聂成军对这套系列丛书有这样的评价：“《论语》说：‘天下之无道也久矣，天将以夫子为木铎。’夫子的时代远去了，但是我们依然需要木铎不时地在我们身边响起，提醒我们，应该通过阅读经典来与自己的心灵对话。”希望学生们通过这次续写，听到地道经典的“木铎”之声，绝恶于未萌，起敬于微渺。

附：原文

The Bear in School

Ⅰ

A boy rambling in the woods many years ago in a part of America where bears used to live， one day found the cub of a Black Bear. It was very young， and looked like a little dog covered all over with thick brown hair.

The boy carried it home. It was fed and brought up about the house， and soon became as tame as a dog.

Every day the boy had to go to school some way off. It was not long before the bear went with him， and it used to roam about the fields till school was over.

At first the other boys were afraid of Henry's bear， but before long they became great friends.

Many of them used to bring their dinners to school in small bags or baskets. These were hung on pegs on the wall， and during the play hour they were taken down， and the bear was sure then to get a good share of the bread and butter， and apples and pears.

Things went on in this way for a long time， but one day the animal was nowhere to be seen. It had found its way to the woods， and did not return. Search was made for it， but without success.

Ⅱ

Many years passed， in which time great changes took place in the school. The old master died and a new one took his place.

A new set of boys filled the seats in the old school house.

One very cold wintry day， while the master was out， a boy chanced to leave the door half open， and all of a sudden a large black bear walked into the school！

The boys were in terror. Some ran to the door， and others made for the tables. One big fellow jumped out of the window. Two or three little girls hid themselves under the desks. But one brave boy seized a piece of wood， and told the girls not to be afraid， for he would protect them！

But the bear did not harm anyone. It walked up quietly to the fire， and warmed itself. It seemed to be very much at home， and to feel very glad to get into such warm quarters.

It sat by the fire for a short time， and then walked up to the wall where the dinner baskets of the students were hanging.

Standing on its back feet， it put its paw into the baskets， and helped itself to the bread and fruit， and other good things in them！ It then quietly walked out of the school by the way it had walked in.

In the meantime， the boy who had jumped out of the window had alarmed the village.

A number of young men started with their guns to shoot the bear. As its track was very plain in the snow， they soon came up with it， and killed it.

Then it was that they found， by certain marks upon its skin， that the poor bear was no enemy but the old friend of their own schooldays！ Great was the sorrow felt for its death. （520 words）

材料分析：（见下图及文字说明）

故事是以很多年前美国的一片森林为背景的。一个叫Henry的男孩在森林里漫步时发现一只黑熊的幼崽。小熊崽浑身棕色的毛，很像小狗崽。于是男孩追上它，把它抱回家养了起来。这是故事的起因。小熊崽在他的精心饲养下渐渐地长大，开始了它与人类的社交生活。Henry开始把熊带到学校。Henry的朋友们起初害怕熊（这是人类对熊的一般认知）。不久，他们就把熊当成了自己的好朋友。Henry和他的朋友们对熊的认知从害怕（一般认知）到喜欢（对具体的熊的认知）。这只熊经历了一段美好的与人类的社交生活：和主人一起上学，在课间与人类朋友一起分享午餐……直到有一天，这只成年的熊的本性被唤醒，它离开了它的人类朋友，回到了森林中去。故事因Henry和他的朋友没有找到失踪的熊朋友而暂告一段落。学校里的學生毕业了一批，又来了一批，校长也换了新人。一天，学生们正在上课，一只熊从意外开着的校门进到了校舍里。学生们吓坏了，可是熊并没有要伤害他们的意思。给定的材料到这里结束，把故事情节推向了高潮。在孩子们惊慌失措的时候，一个高个男孩跳窗求助。这个细节描写给后面故事的发展留下了伏笔。学生如何理解给定材料中人和熊对彼此认知的不同是完成续写任务的关键。（返校的熊对人类的认知是从“具体”它的亲身经历到“一般”对所有人的认知;而如今在校的人类对熊的认知是从“一般”对熊的害怕到“具体”对眼前的这只熊的反应。）人与自然如何相处？熊的命运如何？这些都掌握在学生们的手中。

学生作答情况分析：

2019年沈阳市高一年级教学质量监测英语试卷中的这篇读后续写的难度指数从下图可见。对学生来说，本题难度很大。

难度主要体现在两个方面：

1.对给定材料的阅读理解难。对材料中人和熊的情感线索和人与熊对彼此的认知不同的正确理解决定了续写部分的合理性。

2.语言表达质量的高低影响学生想象力和创新能力的发挥。但是，从阅卷反馈的信息来看，绝大多数学生能够读懂给定材料，搞清人和熊之间的情感关系，更难能可贵的是给出了Henry认出了熊而没有杀死熊的幸福结局。在对沈阳市某高中一年级706人的调查中，有526人是以人与熊的相认来结束故事的。这个数据表明：

立德树人的命题初衷实现了。孩子们都不忍心大熊被杀死，都希望人与自然和谐共处。

附：学生习作

But the bear did not harm anyone. It just walked slowly in the school. It seemed that it was looking for something. Then， it stopped in front of the wall that students put their dinners on. All the students were afraid of the big bear but they were also curious. “Is it hungry？”one boy asked. “Maybe it is just hungry and wants our dinner，” a girl who was hiding under the desk answered in a low voice. Hearing that， the brave boy decided to give the bear some food. The bear seemed very happy and ate it up. All the children felt relaxed and started feeding the bear one by one.

In the meantime， the boy who had jumped out of the window had alarmed the village. He shouted in the street，“Help！ There is a bear in our school. Help！” So many people heard that and followed the boy to his school. Everyone seemed nervous and scared. However， a person was not afraid at all. He was the boy who had found the bear in the woods. He shouted， “Don't worry. It may be my bear and it is friendly. It won't hurt the children. Just like what he said， the students were playing with the bear happily. Everyone felt relaxed and the man was really happy to find his old great friend again.

语言的学习是对主题的探索与探究。读懂给定的材料并且成功地完成续写是对学生认知能力的一种考查。学生的认知能力有多强，他对所认知的主题的探索与探究就有多深。这些认知会内化成一种修养，影响人的一生。合理的命题选篇让命题者看到了“净世暖心，养性滋仁”的温馨结局，落实了“立德树人”的教育观。苏霍姆林斯基在《给教师的建议》中指出：“认知本身是一种最令人惊讶、惊异和感到神奇的过程，能激起高昂而持久的兴趣。”选取内容积极健康、向上向善的语言材料，利用读后续写这种考查语言运用的主观题型对学生进行有条理地训练，可以不断地让学生对学习产生兴趣，从而在不断的学习中形成正确的世界观、人生观和价值观。

参考文献

[1]苏霍姆林斯基. 给教师的建议[M].武漢：长江文艺出版社，2014.

[2]聂成军. 常春藤英语 四级·上[M]. 北京：中国人民大学出版社，2014.