——以教科版（廣州小學(xué)英語）Module4Unit8Themagicwords摘要：當(dāng)代教育關(guān)注學(xué)生高階思維水平的發(fā)展，如批判性思維能力、解決問題的教科版（廣州小學(xué)英語）Module4Unit8Themagicwords的教學(xué)片段為例，關(guān)鍵詞：引言：教育學(xué)家布魯姆提出的目標(biāo)分類理論，把認(rèn)知思維過程到由低到高分為六個層次：記憶、理解、應(yīng)用、分析、評價和創(chuàng)造。其中前三項為低階思維（loworderthinking），指低層次的思維能力；后三項為高階思維（highorderthinking），是指以高重要理念。本文以教科版（廣州小學(xué)英語）Module4Unit8Themagicwordstipshere.(What/When/Where/WhoS1:WhereistheS2:Whendidthestoryhappen?S3:Whathappened?S4:Whoisthe教師讓學(xué)生觀察圖片，用‘Wh-’詞進行提問，通過讓學(xué)生自主提出問題，讓學(xué)生也讓學(xué)生對本文內(nèi)容有了大致的猜想。思維導(dǎo)圖（MindMap）是放射性思維的表達方式，是人類思維的自然功能。它是一2000bottomlightupbrightlyT:Youcanreadverywell.Let’sgoon.WhathappenedS:Thedoorwasinthedoor?Let’sgowiththeboy.T:Wow！Itwasso...Ss:Itwassodark!T:Nice!Itwassodarkexceptfora....Ss:Asign!T:Yes!Insideeverythingwasdark,exceptforasign.Whatwasonthesign?S:Carryonwithyourmagic!T:Great!Thismeanskeeponusingyourmagic.Donotstopusingyourmagic.Whatdidthelittleboydothen?Whatdidhesay?S:Hesaid‘Thankyou,dearT:Niceanswer.Andthen?WhatS:TheinsideofthetreelitupbrightlyandshowedaT:Yes.Nowletmeshowyou.Thisisadarkroom.ThenIlightitup.NowIcansayIlightitupbrightly.Litisthepasttenseoflight.Nowreadafter易到難地促進學(xué)生深度思考。例如：根據(jù)小男孩說的不同的話，讓學(xué)生回答：What及帶來的不同結(jié)果，讓學(xué)生回答：Whatarethemagicwords?學(xué)生通過思考找出：”magicwords”是”Please”和”Thankyou”。T:Ourstorystoppedhere.Nowlet’scompare.Whentheboysaid‘Open!’‘Hurry!’Whathappened?Ss:Themagictreedidn'topentheT:Yes,Whentheboysaid‘Thisistoodifficult.Please,deartree.’Whathappened?Ss:ThemagictreeopenedtheT:Nice.Finally,whentheboysaid‘Thankyou,deartree.’Whathappened?Ss:Theinsideofthetreelitupbrightlyandshowedaroad.T:Fromhere,doyouknowwhatarethemagicwords?S1:Please.Dear.T:Good.Anyotherwords?S2:Thankyou.T:That’sit!Nowlet’sreadthelastsentencemagicwords。分層提問是教師循循善誘、循序漸進的教學(xué)過程，有1：Whatothermagicwordsdoyou2：請學(xué)生看圖回答：Whatmagicwordscanyouuseinthese3:Whatmagicbehaviorsdoyou教師聯(lián)系現(xiàn)實實際生活，詢問學(xué)生：Whatmagicwordsdoyouknow?Whatmagic鼓勵學(xué)生對于語篇內(nèi)容進行合理地創(chuàng)編,可以有效提升學(xué)生學(xué)習(xí)的興趣，培養(yǎng)的創(chuàng)