基于學生深度學習的讀后續寫教學實踐TeachingPracticeofContinuationWritingBasedonStudents’DeepLearning一、深度學習Marton&S?lj?（1976）在分析學生閱讀成果時，發現了兩種不同的學習結果，即基于簡單記憶的學習結果和基于深入理解的學習結果，由此得出在學習過程中，學生加工處理信息存在淺層和深層的差異，最終提出了深度學習的概念；Marton,F.&S?lj?,R.1976.Onqualitativedifferencesinlearning:I—outcomeandprocess[J].BritishJournalofEducationalPsychology,46(1):4-11.深度學習是指在教師引領下，學生圍繞具有挑戰性的學習主題，全身心積極參與、體驗成功、獲得發展的有意義的學習過程。深度學習的五個特征：聯想與結構、活動與體驗、本質與變式、遷移與應用、價值與評價。王薔等（2021）從英語學科的深度學習出發，補充了“內化與交流”特征，強調學生需要圍繞主題和新的知識結構開展以描述、闡釋、交流等實踐活動為主的內化活動，以鞏固新知識結構，達到促進知識向能力、能力向素養轉化的目的。王薔、孫薇薇、蔡銘珂、汪菁.2021.指向深度學習的高中英語單元整體教學設計［J］.外語教育研究前沿，（1）：17-25.二、語篇分析What：語篇選自2020年1月浙江高考之讀后續寫，主要講了男孩即將離家上大學，父母和Poppy（家里的寵物狗，也是男孩的好伙伴）送男孩到學校分別的場景。后來，父母和Poppy回到家后，父母看到Poppy郁郁寡歡、終日抑郁，非常擔憂，于是想了一個辦法——給Poppy帶了一只小狗回家。Why:通過描寫男孩和家人和Poppy分別后，家人對Poppy低落情緒的擔憂，突出了陪伴的重要性以及家人之間的愛與人與動物間的愛。PoppyParentsBoyAPuppyHow：文中連續動詞的運用，如“stoodup”，“hugged”，“smiled”，“tryingnottolet”等生動表現了男孩分別的不舍；以及對父母的描寫，如“driven”，“hugged”，“smiledthroughmistyeyes”，“laughed”等可看出父母既欣慰兒子即將開啟新征程，又流露出不舍兒子的情感。回到家后，Poppy“didn’tseeminterestedinherdinner...”，“Herownersweresad,too.”，“Theyofferedthedogsomeofherfavoritepeanutbuttertreats.Theyevenlethersitonthesofa.”等描寫了家里氛圍的改變，“Thehouseseemedquietasatombwithouttheboylivingthere.”，突出家人和Poppy的憂傷與思念，為故事發展埋下伏筆。三、指向深度學習的高中英語閱讀教學策略1.深入研讀語篇，分析主題意義2.以核心素養為導向，設置閱讀教學目標3.從認知規律出發，設計多層次活動4.重視持續性評價，完善深度學習安富海、陳玉蓮.2017.深度教學及其路徑研究［J］.教育探索，（5）：6-10.ContinuousWriting:

Pre-writing

讀后續寫——人與動物程晨成都棠湖外國語學校DoyoulikedogsPre-writingThinkaboutthequestionandshareyourideas.Activity2ReadanddrawDrawyourinformationmapbasedonthestory.1.Whoarethemaincharactersandwhathappenedtothem2.Drawaninformationmapbasedonthemaincharacters’

actionsandtheirfeelings.Underlinetheverbsinthestory.Climax:Build-up:Beginning:Resolution:

Parents:

Theboy:upset;sadWhathappenedtothemHowdidtheyfeelActivity2ReadandaddmoreEnding:Parents:Theboy:Poppy:

Parents:Parents:

Poppy:Para.1:Dadopenedtheboxandasweetlittledogappeared.Para.2:Afewweekslatertheboyarrivedhomefromtheuniversity.upset;sad......bentdowntohug,stoodup,hugged,smiled,tryingdriven,hugged,smiledandlaughedContinuousWriting:

While-writingandPost-writing

讀后續寫——人與動物程晨成都棠湖外國語學校Bytheendofthislesson,wewillbeableto:1.summarizethemainideasaccordingtothesixelementstheory;2.analyzethecharacters’feelingsandpersonalityaccordingtotheplot;3.writeaparagraphforthecontinuouswritingandpolishitaccordingtothecriteria.

LearningobjectivesActivity1FreetalkWhatimportantinformationshouldbeincludedinastoryThinkaboutthefollowingquestionandshareyourideas.Characterwho?Settingwhen?where?Plotwhat?how?why?StoryElements

Climax(高潮)BeginningEndingPlotBuild-up:Resolution:

eventsproblemssolutionsClimax:Build-up:Beginning:Resolution:

Parents:

Theboy:Activity1FreetalkEnding:Parents:Theboy:Poppy:

Parents:Parents:

Poppy:Para.1:Dadopenedtheboxandasweetlittledogappeared.Para.2:Afewweekslatertheboyarrivedhomefromtheuniversity.......PoppyAPuppyParentsBoy1.WhoarethemaincharactersinthestoryActivity2ReviewandsharePresentyourinformationmapbasedonthestoryandshareyourideas.Activity2ReviewandsharePresentyourinformationmapbasedonthestoryandshareyourideas.WhatismainlytalkedaboutinthestoryCharacterwho?Settingwhen?where?Plotwhat?how?why?StoryElementsItmainlytalksaboutthedogPuppyandparentswhofeltupsetwhentheboylefthomeandwenttouniversity.ParentstriedtocheerPuppyupandbrouhthomealittledog.Activity3PresentandsharePresentyourinformationmapbasedonthestoryandshareyourideas.1.Whoarethemaincharactersandwhathappenedtothem2.Drawaninformationmapbasedonthemaincharacters’

actionsandtheirfeelings.Shareyourinformationmapwithingroupsandchooseonetopresent.Considerthefowlling:PoppyAPuppyParentsBoyCriteria1.Retellthestorybyusingtransitionalwordslike“atthebeginning,then,next,intheend...”2.Speakconfidentlyandincludethesixelementsandthefeelingsofthecharacters.Climax:Build-up:Beginning:Resolution:

Parents:

Theboy:upset;sadWhathappenedtothemHowdidtheyfeelActivity3ReadandaddmoreEnding:Parents:Theboy:Poppy:

Parents:Parents:

Poppy:Para.1:Dadopenedtheboxandasweetlittledogappeared.Para.2:Afewweekslatertheboyarrivedhomefromtheuniversity.upset;sad......bentdowntohug,stoodup,hugged,smiled,tryingdriven,hugged,smiledandlaughedlifted,flased,saidnodded,watched,turneddidn’tseeminterestedin...offeredthedog...evenlethersitonthesofawalked...carryingaboxwelcomed,saw,stopped,puthernoseon,waggingasenseoflosssadworriedunhappyjoyfulcheerfulActivity4ThinkandshareThinkaboutthefollowingquestionandshareyourideas.3.Whatistheconflict(problem)andwhatdoesthestorytrytoconveyThestorytellsthatthedogPoppyfeltsounhappybecausetheboywenttocollegeandtheconflictisthatsomethingshouldbedonetocheerPoppyup.TheparentstriedmanywaysanddidnotworkuntilDadbroughthomeasweetlittledogwhoPoppyliked.ThestorytriestoconveythatPoppy’sattachmenttotheboyandthelovefromtheparentstoPoppyaswellastheaffectionbetweentheboyandhisparents.themecompanionship&loveActivity4ThinkandoutlineThinkaboutthefollowingquestionanddesigntheplot.1.Whatinformationcanwegetfromthetwogivensentences注意：續寫詞數應為150左右。2.Whatdoyouwanttoknowbasedonthegivensentencefrompara.1andpara.2WhatwasthelittledoglikeHowdiditfeelandWhatdiditdoHowdidDadfeelwhenhesawPoppywaggingthetailHowdidothercharactersfeelandreacttothesceneActivity5ThinkandoutlineThinkaboutthefollowingquestionanddesigntheplot.DidPoppystilllovetheboyHowwouldhereactHowdidtheboyfeelwhenhesawPoppywhatdidhedoHowdidparentsfeelandreacttothesceneActivity5ThinkandoutlineThinkaboutthefollowingquestionandshareyourideas.reactionsfromDad,MomandPoppyfeelingsactionsenvironmentdialoguesPara.1appearanceactions...1.apairoflargewatery

eyes2.twobiground

eyes3.beady/sparkling/twinkling

eyes4.anoselikeasmallblackgem5.long/muscular/skinny/spindlylegs6.furisaswhiteassnow/othercolors7.along/shortlittletail8.littleearsonthetopofthehead1.wagthetail2.bark3.puttheearsup4.shakethewholebody5.rubtheirnecksandbackswiththeirpaws6.runaroundme7.keepscratchingmewithhisfrontpaws8.keepitsforelegsdoubleduphappilyjoyfullycheerfullywithjoy/happinessWhatdoesthestorytrytoconvey?Theendingofanstoryusuallyhasthefunctionofsummarizingtheentirestory,echoingthebeginninganddeepeningthetheme.pullendingsublimationopen-endedunexpectedquote；rhetoricdevice；happysadActivity6AssignmentWritethesecondparagraphbasedontheplotyouhavedesigned.HowtowriteanimpressiveendingSimile明喻1.Iwanderedlonelyasastaydog.2.Einsteinlikestoputacloakon,asifhehadjustwalkedoutofafairytale.Somecommonlyusedrhetoricdevices明喻是將存在于人們的心里的具有共性的不同事物作對比。標志詞常用：like,as,seem,asif,asthough,similarto,suchas等。metaphor隱喻，暗喻1.Hopeisagoodbreakfast,butitisabadsupper.2.Somebooksaretobetasted,othersswallowed,andsomefewtobechewedanddigested.隱喻是簡縮了的明喻，是將某一事物的名稱用于另一事物，通過比較形成。metonymy借喻，轉喻1.Thekettleboils.2.Theroomsatsilent.以容器代替內容3.Lendmeyourears,please.4.acompleteShakespeare5.Ihadthemuscle,andtheymademoneyoutofit.借喻不直接說出所要說的事物，而使用另一個與之相關的事物名稱。synesthesia通感、聯覺、移覺1.Thebirdssatuponatreeandpouredforththeirlilylikevoice.2.TastethemusicofMozart.這種修辭法是以視、聽、觸、嗅、味等感覺直接描寫事物。1.自然式結尾：自然式結尾的篇章一般故事情節完整，從開頭能直接推測出結尾2.首尾呼應式結尾：通過重復標志性詞匯實現。例如，采用關鍵詞詞性或詞形變化的方式進行重復，3.議論式結尾（Theme）：以議論的形式總結全文的主旨作為結尾4.留白式結尾（Theme）：這種結尾是一種加深主題的手法，通過描寫一個畫面（動作、變化等），給讀者留下遐想的空間。5.反思式結尾：以人物心理活動的描寫為結尾。6.對話式結尾：以人物的對話為結尾。7.以景結情式結尾：以景結情及借景抒情，在續寫結束時看可以寓情于景，呼應主題。EvaluationforContinuousWritingAspectsDetailsPointsSelf-evaluationPeer-assessmentTeacher’sfeedbackPlot1.Istheplotdevelopmentappropriate?42.Istheplotdevelopmentcomplete?43.Isthethemeappropriate？2Language4.Isthereanyvividdescriptionsonappearance,actions,environment,feelingsordialogue?45.Isthereanysentencestructurelikeclauses,metaphors,orothers?46.Isthegrammarcorrect?4Coherence8.Isthewholestorycoherernt?(meaning,logic,theme)3

總分：Activity4WriteadraftWriteadraftbasedontheoutlineyouhaveanduseasmanysentencestructuresaspossible.注意：續寫詞數應為150左右。reactionsfromDad,MomandPoppyfeelingsactionsenvironmentdialoguesPara.1appearanceactions...Para.2reactionsfromDad,MomandPoppyandtheboyfeelingsactionsenvironmentdialoguesthemeWhatdoesthestorytrytoconveyEvaluationforContinuousWritingAspectsDetailsPointsSelf-evaluationPeer-assessmentTeacher’sfeedbackPlot1.Istheplotdevelopmentappropriate?42.Istheplotdevelopmentcomplete?43.Isthethemeappropriate？2Language4.Isthereanyvividdescriptionsonappearance,actions,environment,feelingsordialogue?45.Isthereanysentencestructurelikeclauses,metaphors,orothers?46.Isthegrammarcorrect?4Coherence8.Isthewholestorycoherernt?(meaning,logic,theme)3

總分：determinedtoActivity5EvaluateandpolishEvaluationforContinuousWritingAspectsDetailsPointsSelf-evaluationPeer-assessmentTeache