【英語續(xù)寫】3.01續(xù)寫中的問題解決思維-2023年新高考《英語》讀后續(xù)寫提分技能【英語續(xù)寫】3.01續(xù)寫中的問題解決思維-2023年新高考《英語》讀后續(xù)寫提分技能/【英語續(xù)寫】3.01續(xù)寫中的問題解決思維-2023年新高考《英語》讀后續(xù)寫提分技能2023年新高考英語讀后續(xù)寫提分技能3.01續(xù)寫中的問題解決思維背景回顧背景回顧1《普通高中英語課程標(biāo)準(zhǔn)(2017年版2020年修訂)》(以下簡(jiǎn)稱《課程標(biāo)準(zhǔn)》)指出,高考應(yīng)重點(diǎn)考查學(xué)生的英語理解能力和表達(dá)能力.其中理解能力包括在特定的情境中,學(xué)生對(duì)口頭和書面語篇的理解能力、對(duì)其作出反應(yīng)的能力以及從中獲取信息的能力等；表達(dá)能力指學(xué)生應(yīng)用英語進(jìn)行口頭或書面表達(dá)的能力,特別是在真實(shí)的情境中利用英語傳遞信息、溝通交際、表達(dá)觀點(diǎn)與意圖、闡釋情感的能力等.可見,英語高考考查的重點(diǎn)是學(xué)生在真實(shí)的問題情境中分析問題和解決問題的能力,以對(duì)學(xué)生的學(xué)科核心素養(yǎng)的發(fā)展?fàn)顩r作出客觀的評(píng)價(jià).問題解決能力指的是學(xué)生面臨問題情境時(shí),在沒有現(xiàn)成、可行的方法能夠利用時(shí),學(xué)生將已有的知識(shí)經(jīng)驗(yàn)進(jìn)行重組、加工,找到突破問題的方法與途徑,從而將已知情境轉(zhuǎn)為目標(biāo)情境、直至問題解決的能力.學(xué)生問題解決的過程一般包括理解與分析問題、探究與形成方法、制定與實(shí)施計(jì)劃、總結(jié)與得出結(jié)論、討論與反思結(jié)果等五個(gè)階段.問題解決能力的基本要素包括理解與提煉、分析與表達(dá)、推理與實(shí)踐、總結(jié)與反思等四個(gè)部分.問題解決能力的提升,需要學(xué)生在日常的學(xué)習(xí)過程中,基于特定的情境,充分體驗(yàn)問題解決的全過程,并將問題解決能力的諸要素,應(yīng)用到此過程中.《課程標(biāo)準(zhǔn)》指出,高中英語課程倡導(dǎo)實(shí)踐英語學(xué)習(xí)活動(dòng)觀,引導(dǎo)學(xué)生通過自主學(xué)習(xí)、合作學(xué)習(xí)與探究學(xué)習(xí)等方式,發(fā)展多元思維和批判性思維,進(jìn)而提高學(xué)生的英語學(xué)用能力.但是,無論是英語“學(xué)”的能力,還是“用”的能力,都需要學(xué)生在真實(shí)的情境中,在學(xué)習(xí)了解、應(yīng)用實(shí)踐、遷移創(chuàng)新中,學(xué)會(huì)問題解決,從而能夠有效地利用英語獲取、闡釋和評(píng)判語篇意義,達(dá)到正確而愉悅地表達(dá)觀點(diǎn)、意圖與情感的目的.方法策略方法策略2問題解決思維觸發(fā)“問題解決”教學(xué).“問題解決”教學(xué)模式是以問題為中心,以學(xué)生為主體,教師加以引導(dǎo)的一種教學(xué)模式.在“問題解決”的教學(xué)模式下,學(xué)生將面臨一系列未經(jīng)歷過的情境,并在這種情境下探究新的方法以解決困難.此教學(xué)模式極大的提高了學(xué)生的自主性和創(chuàng)新性,同時(shí)也體現(xiàn)了以學(xué)生為主導(dǎo)的教學(xué)理念.在此模式下,教師采用“問題”或“問題鏈”模式有助于幫助學(xué)生理清文本邏輯,使整篇文章在一條線索的串聯(lián)下展開.在“問題解決”教學(xué)模式下,學(xué)生可以更加自主地思考,隨心所欲地在小組內(nèi)交流,并開展有意義、高效的師生合作,從而形成了“自主設(shè)計(jì)小組討論教師引導(dǎo)”的課堂模式.“問題解決”模式既符合課程標(biāo)準(zhǔn)的理念,同時(shí)也培養(yǎng)了學(xué)生的英語學(xué)科核心能力.以海南省2020年高考讀后續(xù)寫試題為例,基于問題解決的英語讀后續(xù)寫教學(xué)流程如下:1.提出相關(guān)問題,梳理原文主線學(xué)生在續(xù)寫前應(yīng)該理解原文,將原文情境與自身經(jīng)歷相結(jié)合,構(gòu)建一個(gè)新的情境模型,然后再創(chuàng)建內(nèi)容,以確保續(xù)寫的文章能在內(nèi)容與邏輯方面和原文保持連貫.教師在原文分析中指導(dǎo)學(xué)生從內(nèi)容方面解讀文本邏輯能夠幫助學(xué)生準(zhǔn)確抓住故事線索.教師可以在原文的基礎(chǔ)上提出幾個(gè)關(guān)鍵問題,學(xué)生帶著問題去讀文章,在此基礎(chǔ)上,學(xué)生可以根據(jù)自己基于“問題解決”模式探索讀后續(xù)寫教學(xué)策略思考的答案去分析文章,把握文章線索,概括文章大意,并理解作者的寫作目的.例如,海南省2020年高考讀后續(xù)寫的閱讀語篇講述了在經(jīng)濟(jì)危機(jī)的大環(huán)境下,善良的Meredith太太和她的三個(gè)孩子想方設(shè)法幫助一個(gè)貧困家庭的小男孩的故事.原文故事到這里戛然而止,留出了續(xù)寫的思維空間.根據(jù)布魯姆的認(rèn)知理論,問題鏈的設(shè)計(jì)需包含由低階向高階的問題.故我們可以設(shè)計(jì)以下問題鏈,讓學(xué)生閱讀文章,尋找答案:(1)Whoareincludedinthisstory?Wheredidthe storyhappen?Whendidthestory happen?Whathappenedin this story?Howdidtheywantto dotosolvethe problem?此舉意在引導(dǎo)學(xué)生有目的地了解文章大意,獲取文章基本信息,盡量保證續(xù)寫文章不會(huì)出現(xiàn)細(xì)節(jié)性的錯(cuò)誤.細(xì)讀環(huán)節(jié)結(jié)束后,就文本結(jié)構(gòu)提問,形成如下問題鏈:(2)Howmanyaspectsareincludedinthestory?Whatarethey?此舉意在引導(dǎo)學(xué)生進(jìn)一步歸納和整理文本,訓(xùn)練學(xué)生內(nèi)化信息的能力,構(gòu)建語篇框架.2.自主設(shè)計(jì)問題,列出寫作提綱語篇連貫體現(xiàn)在兩個(gè)方面,其一是關(guān)聯(lián)詞的連貫,其二是內(nèi)容與思維方面的連貫,即上句與下句之間是否邏輯清晰,內(nèi)容合理.要寫好邏輯清晰的文章,不僅要關(guān)注原文語篇,續(xù)寫所給出的首句也十分重要.例如,2020年海南省高考讀后續(xù)寫的第一段所給首句為“When Mrs.Mededith heardofJohn’sidea,shethoughtitwas agoodone,too.”這一句是故事發(fā)展的關(guān)鍵,可從Mrs.Meredith同意后孩子們是準(zhǔn)備如何去幫助Bernard來展開.在此,我們可以提出兩個(gè)關(guān)鍵問題:(3)DidMrs.Meredith agreewiththeiridea?WhatdidtheydotohelpBernard?第二段所給首句與前文“Bernardcan takeitaround tothehouses and sell it.”呼應(yīng),可以從Bernard賣出爆米花后的所感以及Mrs.Meredith的孩子們幫助Bernard后的感受拓展.故我們可以引導(dǎo)學(xué)生提出問題(4)Howis Bernard’s newbusiness?What’s thefeelingofBernard?What’sthefeelingofthosechildren?學(xué)生可以根據(jù)問題鏈自主設(shè)計(jì)自己的寫作提綱,剖析作者的寫作思路,形成結(jié)構(gòu)框架.問題鏈的設(shè)計(jì)使學(xué)生的邏輯層層遞進(jìn),從而使續(xù)寫文章的結(jié)構(gòu)緊湊,上下連貫.3.合作解決問題,展示任務(wù)成果建構(gòu)主義理論認(rèn)為,知識(shí)不僅是個(gè)體在與物理環(huán)境的交互中建構(gòu)起來的,而且社會(huì)性的交互(協(xié)作)更加重要.我們可以引導(dǎo)組內(nèi)學(xué)生再次圍繞文本內(nèi)容提出一系列有關(guān)經(jīng)驗(yàn)性,評(píng)價(jià)性的問題,引發(fā)學(xué)生繼續(xù)思考,對(duì)于存在分歧的地方再次討論,最終每個(gè)小組呈現(xiàn)出一篇完整的構(gòu)思提綱,使文本理解在這一步繼續(xù)深入.本環(huán)節(jié)是對(duì)課堂學(xué)習(xí)成果的潛移與檢測(cè),以問題化的框架解決一個(gè)新的問題,同時(shí)升華主題,激發(fā)學(xué)生的情感態(tài)度價(jià)值觀.4.總結(jié)歸納所得,確保續(xù)寫成文梳理歸納出本節(jié)課未解決的問題以及新出現(xiàn)的問題,學(xué)生嘗試在續(xù)寫的過程中自己思考,不斷提出具有創(chuàng)造性、批判性的問題,形成自主解決問題的通路.通過高效合作的課堂不斷完善自己的思考,激活其可持續(xù)性的學(xué)習(xí)行為,提升思維品質(zhì).在問題鏈的引導(dǎo)下,學(xué)生的續(xù)寫文章邏輯緊密,文章結(jié)構(gòu)清晰,線索明了,極大的促進(jìn)了學(xué)生思維邏輯的發(fā)展.實(shí)踐強(qiáng)化實(shí)踐強(qiáng)化31.(2022·湖南岳陽·三模)閱讀下面材料,根據(jù)所給情節(jié)進(jìn)行續(xù)寫,使之構(gòu)成一篇完整的短文.JennieGrantlayonacot(小床)

nearthewindow.Shehadbeenlyinginthatsameplaceformanyweeks.Oneofherlegswasshorterthantheother,andthedoctorhadfastenedaheavyweighttoitinordertomakeitgrow.Butshemustbestillallthetime.Everymorningbeforeherfatherwenttowork,hemovedhercotclosetothewindowsoshecouldlookout.Therewasnotmuchtosee,forthebuildingswerehigh.Butshelovedtowatchtheswallowsagainstthesky,andtherewasaflockofdovesthatoftenalighted(飛落)ontheroofacrosstheway.Stillshebecameverytiredwithnothingtodoandnoonetoplaywith.OnedayMrs.Brightlycametoseeifshecouldhelpher.Onthewayhome,shewasbusythinkingaboutJennie.Suddenlyshesaidtoherself,“IknowwhatI’lldo.Therearemytwolittlesisterswhohaveplentyofmoneyandhardlyeverthinkofanyonebutthemselves,andtherearesomeotherlittleneighbors.Wewillhavealittle‘SunshineBand’andmakeherhappy,andthechildrenwillenjoydoingsomethingforsomeonewhoneedshelp.Theywillfindthat‘itismoreblessedtogivethantoreceive.’”Shewrotenotestothegirls,askingthemtocometoherhouseMondayafternoon.Thenshetoldthemtheplan.TheydecidedtofillaprettybaskettostandbyJennie’sbed,andtookittoheronherbirthday.Everythingwastobeputinpackages,soherpleasurewouldlastalongtime,andeverythingwastobesomethingforJennietodo.Weekafterweektheymetandworkedonthearticlesforthebasket.TheyenjoyeditsomuchthattheycouldhardlywaitforJennie’sbirthdaytocome.注意:1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.續(xù)寫部分分為兩段,每段的開頭語已為你寫好.Paragraph1:OnebrightmorningwhenJennieopenedhereyes,sheremembereditwasherbirthday.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Thegirlsenjoyedtheirgivingsomuchthattheydecidedtobe“Sunshiners”alltheyearroundandaskedJennietojoin.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】OnebrightmorningwhenJennieopenedhereyes,sheremembereditwasherbirthday.Thefirstthingshesawwasabigbasketbesideherbed,andontopalabelthatsaid,“Reachinandtakeoutapackagewhenyoudon’tknowwhatelsetodo.From‘TheSunshiners’”Sheputherhandunderthecoverofthebasketandfeltthebundles.Itwasthelittleboxthatheldthedoll.Jenniehadadelightfultimecuttingoutpatternsandmakingclothesforthedoll.Shedidnotopenanymoreofherbundlesforadayortwo,forshewantedtomakethemlast.Thegirlsenjoyedtheirgivingsomuchthattheydecidedtobe“Sunshiners”alltheyearroundandaskedJennietojoin.Shecouldquicklythinkofnicethingstodo.Monthslater,whentheweightwastakenoffherfootandshewasabletowalk,shewasalwayshelpingthoseintroubleandgivethemjoy,aseverytrue“Sunshiner”should.Thegirlsalsofoundthechangesontheirownastheyweremoreoptimisticinfaceofadversity.Althoughreceivingmuchpraise,theythoughttheyjustbecamethepersontheycouldbe.【寫作解析】本文以人物為線索展開.講述的是為了讓腿生長(zhǎng)的珍妮格蘭特,在腿上綁著重物,躺在帆布床上,她的父親上班之前,會(huì)把她的床移到靠近窗戶的地方,讓她可以看見外面,布萊特太太想出方法幫助珍妮,她和其他一些小鄰居為珍妮的生日準(zhǔn)備一個(gè)漂亮的籃子,她們迫不及待地想要珍妮的生日到來給她送禮物.之后她們邀請(qǐng)珍妮加入她們的“陽光者”,去做一些力所能及的事情幫助別人.1.段落續(xù)寫由第一段首句內(nèi)容“一個(gè)晴朗的早晨,珍妮睜開眼睛,想起今天是她的生日.”可知,第一段描寫在珍妮生日到來這天,收到了布萊特太太和其他小鄰居給她準(zhǔn)備的禮物,一個(gè)大籃子,珍妮收到禮物后非常高興.由第二段首句內(nèi)容“女孩們很喜歡她們的付出,她們決定全年都做“陽光者”,并邀請(qǐng)珍妮加入.”可知,女孩們覺得為別人付出是很快樂的,并且邀請(qǐng)珍妮加入,一起做陽光者,所以本段描寫邀請(qǐng)珍妮加入之后她們接下來所做的事情,以及帶來的快樂和感悟.2.續(xù)寫線索:珍妮躺臥在家——布萊特太太想幫助她——想出主意——實(shí)施計(jì)劃——收到禮物——邀請(qǐng)珍妮加入“陽光者”——感悟.3.詞匯激活行為類:①?zèng)Q定:decide/determine；②帶來:take/bring；③想到:thinkof/comeupwith情緒類:①高興:delightful/cheerful/joyful；②積極:optimistic/positive【典型句式】【句型1】Itwasthelittleboxthatheldthedoll.(使用Itwas…that的強(qiáng)調(diào)句式)【句型2】Shedidnotopenanymoreofherbundlesforadayortwo,forshewantedtomakethemlast.(使用for引導(dǎo)原因狀語從句)【句型3】Althoughreceivingmuchpraise,theythoughttheyjustbecamethepersontheycouldbe.(使用although引導(dǎo)讓步狀語從句)2．(2022·湖北省羅田縣第一中學(xué)模擬預(yù)測(cè))閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段話,使之構(gòu)成一篇完整的短文.Thee-mailrequestcameintoEkibenrestaurantinBaltimorelateonaThursdayafternooninMarch:tempurabroccoli(天婦羅花椰菜).Themanwhosentthee-maildidn'tactuallywantthefooditself.Hewaswritingonbehalfofhismother-in-law,whoadoredthedish.HewentontoexplainthatshewasnowinthefinalstagesoflungcanceratherhomeinVermontandthathewashopingtogettherecipetomakeitforherthere.SteveChu,oneoftheAsianrestaurant'sco-owners,readthee-mailandquicklyrepliedwithanalternativesuggestion."Thanksforreachingout."hewrote."We'dliketomeetyouinVermontandmakeitfreshforyou."BrandonJones,theson-in-law,wasshocked.Hee-mailedback,saying,"YoudoknowthatthisisVermontwe'retalkingabout,right?"saidBrandon.ButSteveresponded,"Noproblem.Youtellusthedate,time,andlocationandwe'llbethere."Forthepastsixyears,everytimeBrandon'smother-in-lawvisitedBaltimore,thefirstplaceshewantedtogowasEkibensoshecouldhavethatbroccoli."Ireallywantedhertohaveitonemoretime,"Brandonsaid."Shehadalwaystoldus,'WhenI'monmydeathbed,Iwanttohavethatbroccoli,'"recalledBrandon'swife.RinaJones.注意:1.續(xù)寫詞數(shù)應(yīng)為150詞左右；2.續(xù)寫部分分為兩段,每段的開頭語已為你寫好.Paragraph1:ThatFridayafterwork,adayafterreceivingBrandon'se-mail,Chuandhisteamwerereadytosetoff.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Assoonasthedoorwasopened,themotherrecognizedtheamazingsmellaswellasChuandhiscoworkers.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】ThatFridayafterwork,adayafterreceivingBrandon’se-mail,Chuandhisteamwerereadytosetoff.TheyloadedhistruckwithahotplateandacoolerfilledwithingredientsandthenheadedforVermont.TheystayedovernightinahotelanddrovethenextdaytotheapartmentwhereRina'smotherlived.AssoonasChuandhisteampulledintotheparkinglot,theygottowork.Theypulleddownthegateofthetruck,hookedthehotplatetothetruck'spowerport,andstartedcookinganddeep-frying.Inadditiontotempurabroccoli,theymadetofuwithpeanutsauceandsomesteamedrice.Afterneatlyboxingeverythingup,theyknockedontheircustomer'sdoor.Assoonasthedoorwasopened,themotherrecognizedtheamazingsmellaswellasChuandhiscoworkers.Shewassohappyandtouchedthattearswelledupinhereyes.Shekeptsaying,"Idon'tunderstand.Youdroveallthewayupheretocookforme?Icouldn'tbelieveit!""Itisanhonortohelpfulfillyourwishes,"Chusaid,"thereisalotofgood,positiveenergyindoingthis."Rinawashappythathermotherwasabletoenjoyherbelovedbroccolionelasttime."Mymomcriedlaterabouttheirgenerosity,andsodidI,"Rinasaid,"I'llalwayscarrythatpositive【寫作解析】本文以人物為線索展開,講述了餐廳老板朱和他的團(tuán)隊(duì)收到布蘭登的求助郵件后驅(qū)車前往佛蒙特州為他身患癌癥的岳母制作她最愛吃的天婦羅花椰菜的暖心故事.1.段落續(xù)寫:①由第一段首句內(nèi)容“周五下班后,在收到布蘭登的電子郵件一天后,朱和他的團(tuán)隊(duì)準(zhǔn)備出發(fā).”可知,第一段可描寫朱和他的團(tuán)隊(duì)做好準(zhǔn)備工作后驅(qū)車前往佛蒙特州、找到麗娜母親的住處并為她制作她最愛吃的天婦羅花椰菜以及其他食物.②由第二段首句內(nèi)容“門一打開,這位母親就聞出了那股神奇的氣味,也認(rèn)出了朱和他的同事們.”可知,第二段可描寫麗娜和母親看到朱和他的同事們的反應(yīng)以及對(duì)他們的感謝并決定將這份善意傳遞下去.2.續(xù)寫線索:做好準(zhǔn)備——找到麗娜母親的住處——制作美食——聞出氣味并認(rèn)出朱——既高興又感動(dòng)——感謝——決定傳遞善意3.詞匯激活行為類:①出發(fā):setoff/setout；②前往:headfor/leavefor；③認(rèn)出:recognize/identify情緒類:①高興的:happy/delighted；②感動(dòng)的:touched/moved【典型句式】[句型1].AssoonasChuandhisteampulledintotheparkinglot,theygottowork.(運(yùn)用了assoonas引導(dǎo)的時(shí)間狀語從句)[句型2]."Itisanhonortohelpfulfillyourwishes,"Chusaid,(運(yùn)用了it作形式主語)3．(2022·遼寧·東北育才學(xué)校二模)閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文.續(xù)寫的詞數(shù)應(yīng)為150詞左右OnedaywhenIwas5yearsold,mydadheadedforworkwhilemymumdrovemetothetownforshopping.Soonwegottoasupermarket.Whilemymumwaspickingupvegetables,Ispottedsomeattractiveapples,whichlookedbigandredandsmeltpleasant.AllofasuddenIhadthedesiretoeatapples.Ibeggedmymumtobuysomeandsheagreed.Aftergettingallthegroceries,wewentforawalkinaparkinthetownanddidn’treturnuntilitwasclosetonoon.Uponarrivinghome,mymumleftthebagofapplesinthesittingroomandwenttopreparethelunchinthekitchen.RightthereandthenIcouldhardlywaittotastetheapples,soItookoneandhadabigbiteevenwithoutwashingit.However,tomydisappointment,itwasn’tassweetasexpected.Luckily,whenItriedanother,itwassatisfyingthistime.WhenIwasenjoyingit,mymumcalledmetogivesomeapplestoourneighbour.Julie,anoldladylivingclosetoourhome.Julielivedbyherself.Shewasakindladyandtreatedmeverywell.Whenmyparentshadnotimetolookafterme,Iwouldgotohersandshewouldhelptakecareofme.Andshelikedchattingandevenplayingwithme.Sowhenmymumaskedmetodeliversomeapplestoher,Iwasverygladtodothat.Ifoundaplasticbaginwhichtoputsomeapples.ButIhesitatedjustbeforepickingthemup.“Someapplesarenotthatdelicious.IshouldsendsomegoodonestoGrandmaJulie.”Ithought.ButhowcouldItellthesweetonesfromtherest?IwonderedbecauseIhadnoideahowtofinditoutjustbytheirappearance.Paragraph1:Thenallatonce,acleverideahitme._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:ReturninghomefromJulieshome.ItoldmymumwhatIhaddonewiththeapples.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Thenallatonce,acleverideahitme.Icoulddistinguishthedeliciousonesfromthenotsodeliciousonesbyhavingabiteofeachapple.ThenIgrabbedeveryapple,hadasmallbiteanddividedthemintotwobags.NosoonerhadIfinishedtastingallthe