指向深度学习的高中英语阅读教学探究

陈丽芳 袁丹纯

深度学习是指学习者深度投入学习过程，深度加工知识，并将深度理解的知识进行迁移应用，最终实现深层次的学习体验、高层次的思维能力发展的过程。郭华（2021）总结提炼了深度学习的五个特征：活动与体验、联想与结构、本质与变式、迁移与创造和价值与评判，并以此来判断深度学习是否发生。王蔷（2021）在此基础上补充了“内化与交流”这一特征，强调学生需要围绕主题和新的知识结构开展以描述、阐释、交流等实践活动为主的内化活动，以实现深度学习，达到促进知识向能力、能力向素养转化的目的。

英语学习活动观是指学生在主题意义引领下，通过学习理解、应用实践、迁移创新等一系列活动，在已有的知识基础上，通过不同类型语篇的学习，在创造性地分析和解决各种问题的过程中，发展自身的多元思维、培养文化意识和提高学用能力。活动观的提出为实现深度学习提供了有效实施路径。图1为英语学习活动观和深度学习的关系图。

本文以新人教版高中英语选择性必修第一册第二单元“Looking into the Future”的同主题拓展语篇“First Impressions”阅读教学实践为例，具体探究在阅读教学中如何实践英语学习活动观，促进深度学习。

该文是一篇日记型的应用文，主要讲述Li Qiang时空旅行前、中、后的所见所闻。其主题语境是人与社会，展现了科技发展与信息技术创新，体现科学精神。语篇围绕未来的生活展开，需要实现的单元目标是“预测未来的世界”，以建构正确的未来观。经过本堂课的学习，学生能够：（1）获取文章主要内容，借助思维导图梳理文章脉络;（2）运用所学词汇和句型表达对未来的畅想和自己的感受;（3）深度分析文本，读懂文本深层含义，理解作者态度和意图;（4）客观看待未来生活，激发学生爱护环境，创造美好未来的意识;（5）联系实际，表达自己对未来的看法以及对未来的新认知。

一、学习理解类活动

教师创设情境，提出问题：Life today is totally different from the past. Do you want to know how people lived a thousand years ago， especially the people in Zhongshan， Guangdong？ 播放视频，满足学生的好奇心，引导学生思考当下生活与过去的不同。通过问题“What will life be like in 1000 years？ ”引出话题：Life in the future.

Activity 1：Fill in the gaps according to the structure of the text.

学生填写段落结构图，培养速读能力，把握文章结构。

Activity 2：Read in details and answer the following questions.

1）Whats time lag？

2）How did he feel at first in Para. 1？ And any changes？ Find the evidence and underline them.

3）How did he feel during the journey in Para. 2？

4）What is the function of the last sentence in Para. 2？

5）How did he feel when he was surrounded with thin air？ Did he feel better later？

6）Read Para. 3 and find out the advantages and disadvantages of hovering carriage. Fill in the blanks with some key words.

7）Whats the function of the first sentence in Para. 4？

8）How did he feel when he was in the house？ Find some evidence to support your idea.

借助層层递进的问题链，激发学生的关联性思考，促进学生对文本的深度理解。

Activity 3：Summarize the whole text.

补充全景结构图（图略）。

二、应用实践类活动

Activity 4：Retell the story in your own words. The following are the sentences and phrases that may help you.

Before the journey， I still cannot believe that... take up....  Worried...， I was..... However， Wang Peng gave me some .... “Future Tours”transported me safely into ...in a....

During the journey， we climbed in through ....and the seats were.. After a calming drink， we felt.... and close... A few minutes later， we had.... In...

After the journey， I found that the air was... and my head... I put on...  In no time， I felt... and I was...

I saw ...... and I could fly... however， it was...

Later， I went to a ... it has many .......， which made me ..... Exhausted， I slid into ...and ...

通过复述引导学生内化所学的语言与结构，再创造性地输出，培养语言表达能力和逻辑思维能力。

三、创新迁移类活动

Activity 5：Analyze the writing features.

The structure of each paragraph is                      .

Write down words that express Li Qiangs feelings.

Activity 6（group work）：Imagine and speak.

Suppose you were Li Qiang， and you saw the following items（pictures）the next day. Choose one to describe and express your feelings with more than 4 sentences. Work in pairs. Try to use your imagination and pay attention to the general specific structure in your description.

You may begin like this：

“The next day， Wang Peng showed me into ....（the place）”

“The next day， Wang Peng showed me ....（sth.）”

Words and sentences structures for your reference.（略）

通過小组合作的方式进行体验、感悟学习，引导学生深度思考并勇于表达，培养他们的想象力、创造力等高阶思维。

Activity 7（Homework）：Write a letter.

Suppose you were Li Qiang， continue to write an e-mail to your parents about the visit to a school of 3008 the next day and express your feelings by using your imagination with more than 100 words.

在英语学习活动观的指导下，笔者首先用思维导图和问题链的方式引导学生纵观理解全文的篇章结构。接着设置情境任务，将阅读、口头表达和写作结合起来，以读促说，以读促写。最后将阅读中学到的篇章结构和句型运用于新的情境中，提高学生现学现用、活学活用、巩固知识和开发知识的运用能力，同时激发想象力和创造力，培养高阶思维，有效促进深度学习，落实学科素养。

注：本文系广东省教育科学规划课题“普通高中英语教学共同体的构建研究”（课题批准号：2020YQJK230）阶段性成果，及中山市2018年度一般课题“高中英语文学阅读思维型教学的校本研究”（立项编号：B2018150）的阶段性成果。

责任编辑 魏文琦