巧借閱讀文本，提升學生英語讀寫能力

摘 要

閱讀是寫作的基礎，寫作是閱讀的應用。沒有廣泛的閱讀作為基石，要寫出好文章是難以想象的。本文從教材、試題、課外經典美文三個方面論述了閱讀文本對英語寫作的幫助，激發學生語言概括能力、語言組織能力和語言鑒賞能力。

【關鍵詞】閱讀文本；語言概括能力；語言組織能力；語言鑒賞能力

1 引言

葉圣陶先生說：“閱讀是吸收，寫作是傾吐。”只有大量地吸收，才能有更多的傾吐。閱讀是輸入，寫作是輸出。只有廣泛的閱讀輸入，才能有足夠的寫作輸出。也就是說，閱讀可以豐富并提升寫作，寫作又可以引領學生更深刻地領悟閱讀的內容。只有對閱讀的深刻領悟，才能有精妙的寫作。因此，閱讀與寫作是緊密相連、不可分割的整體，兩者相互依存，相互促進，共同提高。文本閱讀與寫作就是要求學生對閱讀文本進行初步解讀、分析歸納和概括，然后根據要求進行寫作，旨在考查學生分析文本信息，概括文本內容及綜合運用語言的能力。

2 認真研讀教材中的閱讀文本，培養學生語言概括能力。

高中英語教學必須把培養學生的語言概括能力作為素質教育的重要內容，并付諸于日常的教學實踐。牛津高中英語教材多以話題為單元進行分類編寫。每一單元是一個獨立的話題，體裁豐富，形式多樣，有記敘文、說明文、議論文、文學評論、廣告、影評等，其中reading部分和project部分都是非常好的緊扣單元話題的閱讀文本。

以模塊1 U3 Reading Dying to be thin為例：要求學生寫出三封電子郵件的主旨大意及所得教訓。

【學生習作1】After reading three emails about “Dying to be thin”， we’ve learned that an actress called Amy has a slim figure after taking some weight-loss pills， which help her lose 7 kilograms in the last 2 months. As time goes by， however， Amy is now in hospital recovering from liver failure， because the pills she took contain a harmful chemical which caused her liver to fail. Meanwhile， from the story， we realize that nothing is important than health， just as Amy’s mother put it.

這篇學生習作就是成功的課堂教學的結晶。在課堂教學中，老師要求學生復述、探究文本的主旨大意，并且要求學生課后寫出相應文本的內容概括。這樣，既有利于提升學生的文本閱讀能力，培養了學生對文本主旨大意的概括能力，又有利于提升學生的英語寫作能力，促進學生短文改寫能力的提高。從長遠角度看，更有利于培養學生的語言綜合運用能力。

3 反復揣摩試題中的閱讀文本，強化學生語言組織能力。

一份高質量的英語試題，凝聚了命題人多少辛勤付出，是命題專家組集體智慧的交織。試題選材廣泛，許多閱讀文本甚至選自外國文學作品或報刊雜志。試題中優美的閱讀文本不僅給學生提供了豐富的文化背景知識，而且還可以讓學生從中學到優美的遣詞造句和地道英語的表達，所以更值得學生去反復揣摩與研習。但是，學生普遍存在一種錯誤的認識：只要能做對試題就行了，文本優劣與我何干？其實不然，試題中的完形填空不僅考查了學生的邏輯推理能力，還考查了學生的語言運用概括理解能力；閱讀理解題不僅考查了學生的閱讀理解能力，還考查了學生的歸納概括能力，任務型閱讀更是如此。閱讀理解中最常考的試題便是給出主旨大意、文章標題以及文章續寫等題型。因此，讓學生學會概括完形填空、推斷閱讀理解以及續發事件等閱讀文本題時，能用高級句型和高級詞匯表達出來，才能真正強化語言組織能力。

以揚州市2016屆高三第一學期期末考試試卷C篇閱讀理解的第65題為例，What will probably be written in the following paragraph？

【學生習作2】Apart from the ways of assessing teenager-parent relationship mentioned in the passage， there exist other ways. Firstly， the good teenager-parent relationship is based on respecting and trusting each other. One on hand， parents can’t impose their ideas on their children， for their children， independent individuals， have their own ideas. On the other hand， children should listen to their parents’ advice， for they’re more experienced. Second， the good teen-parent relationship depends on understanding and tolerating each other. Even if there is some misunderstanding， always keep one thing in mind — whatever they do comes from their love for us. Therefore， it is necessary and advisable for children to exchange ideas with their parents so that the mutual misunderstanding between parents and children will be dispelled.

閱讀理解是英語教學的核心內容之一，不僅要求學生理解所讀材料的“語言”， 而且更重要的是理解“語意”。這篇學生習作，充分體現了綜合運用所學語言知識的能力，包括閱讀能力，理解能力，歸納概括能力，邏輯推理能力以及對材料的評估能力等。

4 用心品味經典美文中的閱讀文本，提高學生語言鑒賞能力。

英語寫作是流淌在紙上的話語，它記錄了學生對生活的真切感受，表達出學生的情感要求，訓練敏銳的目光，敏捷的思維及開闊的思路，培養學生用英語去思維的學習習慣。而經典美文就是最好的書面表達，它凸顯了美文的心靈啟迪，有助于學生擴大視野，豐富情感，感覺心靈的震撼，沐浴語言藝術的熏陶，是學生學習寫作的典范和藍本。在英語學習中，經典美文無疑會對英語寫作起到“潤物細無聲”的作用。因此，學生課外用心品味誦讀英文報刊、書籍等各類經典美文，養成良好的閱讀習慣，積累了大量的美文素材，不僅能夠培養學生的語感和領悟能力，而且提高了學生對美文的鑒賞能力、語言組織能力和表達能力。

以《21世紀報》口語大賽創作為例。

【學生習作3】

Does school always kill creativity？

It can be frequently seen that many people like to rage against schools killing creativity by exam-oriented education. There is no denying that some schools leave students too much homework， making them unable to spare time to think about creativity. Meanwhile， students are forced to prepare for endless examinations， at the expense of students’ after-class activities. As a result， schools focusing on student’s academic achievements are often notorious and being criticized.

However， I disagree with these narrow-minded opinions， for there are at least three reasons to support my ideas.

First， creativity is considered important in lots of schools. Most schools are not as rigid as people think. Some people just like to exaggerate the weaknesses which schools have. Actually， most schools do care about students’ development of creativity. Take my school as an example. Every week， our teachers select several students to read their excellent compositions， in order to exchange thoughts and inspire other students in creative writing. To some degree， it really works by getting everyone involved in the activities.

Second， creativity is based on the knowledge we obtain at school. In fact， basic knowledge is not the enemy of creativity， but a greenhouse for creativity to grow. Without the solid foundation it lays， our creativity will be like bubbles， easy to be punctured， which， to some extent， is true of the buildings without foundation. Only when we get a comprehensive understanding of one issue can we change it and do some innovations. In this case， British Educational Department’s choice to introduce Chinese ways to teach maths may prove China’s reasonable teaching method in maths.

Third， creativity is developed through independent effort. Those who aren’t willing to devote themselves to developing creativity often find excuses for themselves. There is no doubt that those who find excuses for them are bound not to develop creativity. Actually， it is we that depend on ourselves to develop creativity， it is we that learn to develop creativity， it is we that create conditions to develop creativity. After all， it is our own business to develop creativity instead of the schools’.

To conclude， the reasons I have referred to above are important for us to understand why schools are not always killing creativity， but on the contrary， they always help.

筆者發現，學生從平時的美文閱讀中學會了合理布局文章的篇章結構，語言組織周密老練，排比的運用增強了語言氣勢，過渡自然，說理性強，是一篇非常不錯的習作。

5 結束語

閱讀寫作不僅考查了學生歸納概括能力，而且也考查了學生英語綜合運用能力和語言組織能力，它對學生的寫作提出了很高的要求，這不僅需要教師在文本閱讀教學中注重培養學生的能力，而且在課外文本閱讀中也要加強指導，提高學生文本賞析能力。

參考文獻

[1]中華人民共和國教育部.普通高中英語課程校準（實驗）[S].北京：人民教育出版社，2003.

[2]汪富金.基于閱讀文教教學培養學生讀后寫作能力[J].中學外語教與學，2017（01）：24-28.

作者單位

江蘇省興化中學 江蘇省興化市 225700