核心素養背景下的繪本深讀研究
——以張丹執教繪本“Dad for sale”讀前和讀中教學為例

文|高 遠

英語學科核心素養提出，學生的閱讀能力是其綜合語言運用能力中不可缺少的一部分。教師必須通過閱讀教學，幫助學生積累語言知識，提高閱讀能力，形成閱讀策略。張丹老師在執教繪本“Dad for asle”時，通過有效的教學設計，引導學生對文本進行深度解讀；通過多樣的閱讀任務，幫助學生掌握繪本中的語言知識；通過合理的共情體驗，拓展學生的情感及價值觀教育，使我深受啟發，感觸良多。

繪本深讀首先要求教師對文本本身蘊含的深層信息進行認知、解讀和設計，然后才能深化學生對于文本的理解。張丹老師在繪本“Dad for sale”的教學中能夠始終關注文本信息，針對學生能力進行有效的設計，為學生提供閱讀策略。以下結合她在讀前和讀中的教學進行分析。

一、讀前部分的有效設計

繪本閱讀和傳統閱讀不同，傳統閱讀基于文本，圖片是輔助，繪本閱讀的側重點則在圖片，教師往往需要引導學生通過閱讀、分析圖片，結合文本以充分理解故事。因此，教師要在繪本的Prereading 部分或者導入環節創設真實的情境，利用視頻、圖片等手段引導學生觀察、推理、設問，激發學生的閱讀興趣，同時在情境中引入部分新知，解決部分關鍵問題。我們來看看張丹老師的讀前部分設計。

【課堂回顧】

T: Before class, we enjoyed a song of a picture book.What’s the name of the picture book?

S: My Dad.

T: Yes, My Dad.What do you think of his dad?

S1: I think his dad is great.He can sing and play football well.

T: And what about your dad? Can your dad sing?

S1: Yes, he can.

T: What songs can he sing?

S1: Small apples.

T: Oh， this is a very popular song.What else?

S2: I think his dad is brave.He isn’t afraid of anything.

T: What about your dad?

S2: My father is brave，too.He often helps our neighbors.

T: And today, we’ll read a meaningful picture book.See, this is the cover and the fly page.What can you get from the cover and the fly page?

繪本閱讀失去了情境、問題的引導，就失去了閱讀的樂趣和意義。環節問題和情境的設計對于深入文本有著重要的意義。在本節課的讀前部分，張丹老師通過“My Dad”繪本視頻導入教學，引導學生聯系生活實際，理解繪本題目“Dad for sale”。學生在教師的引導下，結合生活實際運用Free talk，鏈接繪本主題。用繪本引出繪本，形式新穎有趣，主題關聯緊密。

【課堂回顧】

T: See, this is the cover and the fly page.

What can you get from the cover and the fly page?

S1: It’s raining outside.And a man holds an umbrella

T: Who’s that man?

S1: Maybe he is the little girl’s dad.

T: And he holds an umbrella for the little girl.

Who can try? You please.

S2: I can see two big shoes.

T: Oh，here’s a pair of big shoes.Whose shoes are they?

S2: Maybe the boy’s father’s.

T: And the name of the story is...

S: Dad for Sale.

T: Yes, that means someone wants to sell his dad.

That’s so strange.Someone wants to sell his dad!

Do you have any questions?

S1: How do you sell that?

S2: How much is your dad?

S3: Why does the little boy sell his dad?

S4: Who wants to sell his dad?

T: Yes, you have a lot of questions about the story.

張丹老師再次從繪本的封面入手，引導學生抓住“sell dad”這個線索，理解繪本題目中的關鍵詞“for sale”，并提出who，where，why 等核心問題，激活學生的閱讀興趣。接著，教師針對“sell dad”這個關鍵點，夸張地表達自己的觀點“That’s so strange.Someone wants to sell dad! ”，瞬間激發了學生的興趣。教師抓住時機鼓勵學生針對繪本自主提出問題，制造了懸念，引起學生的閱讀期待。鼓勵學生設問不僅能夠訓練學生的發散思維能力，也能幫助學生厘清閱讀繪本的思路和步驟，為讀中部分略讀整篇文章提供目標、做出鋪墊。

二、讀中部分的有效設計

While-reading 部分是一節閱讀課的核心。教師對于學生閱讀策略的有效引導決定了一節閱讀課的深度。英語學科核心素養倡導學生從表層閱讀走向深度閱讀。張老師設計了不同的教學活動，并設置理解性問題，以大問題帶動小問題，從易到難、層層遞進，指導學生完成了不同層次的閱讀，在引導學生觀察、思考的同時，也充分注意到對學生思維能力的培養。我們來看一看張丹老師設計了什么問題，她又是如何一步一步構建活動層級的。

【課堂回顧】

T: Yes, you have a lot of questions about the story.

And I think you want to know these questions first.

Who wants to sell his dad?

Why does he/she want to sell his dad?

Does he/she sell his dad at last?

Now, let’s try to read the story and find the answers.

（Students read in groups.）

T: Now, who wants to sell his dad?

S: The little boy.

T: Yes, the little boy wants to sell his dad.Why?

S1: Because his dad doesn’t let him put jam in the fish tank.

S2: His dad doesn’t allow him to sleep in the dog bed.

S3: Because his dad doesn’t let him hide his mouse in the fridge.

T: That means his dad doesn’t let him do many things.Does the boy sell his dad at last? Yes or no?

S: No.

T: Of course not.And what?What doesn’t his dad let him do? And why? Why doesn’t the boy sell his dad at last? Now,let’s read Page 6 to 13 and tell me, what doesn’t dad let the boy do?

Ss: ...（Students read and answer in detail.）

在對文本進行初步略讀后，張老師通過“Why does he want to sell his dad? Does the boy sell his dad at last?”等問題精讀文章，真正做到了把課堂還給學生，給學生以充足的時間進行自主閱讀和小組閱讀。學生在個人思考和合作助學的過程中活躍思維，結合個人理解和生活經驗解構故事，能夠把自己最真實的想法表達出來，從而促進學生良好的思維能力和小組合作能力的形成。

【課堂回顧】

T: He wants to do these things very much.

But, he can’t put jam in the fish tank.

He can’t sleep in the dog bed.

He can’t hide the mouse in the fridge.Who can?

S: Rouse can.

T: Yes！Rouse can do these things.He can’t do these things.

How does he feel? You please.

S: He’s very angry.

T: Yes, he can’t do these things.He is very angry.

So, can you read it angrily?

S: ...（Students read angrily.）

T: Can you read more angrily?

S: ...（Students read more angrily.）

T: Can you read more and more angrily?

S: ...（Students read more and more angrily.）

T: At this moment, in his eyes, his dad is just like a...

S: A monster!

T: Yes, a monster! Does he love his dad? Can you read angrily?

S: ...（Read together angrily.）

T: You don’t love me?Why? How does his dad feel?

S1: He is sad.

S2: He is confused.

S3: His dad is heartbroken.

教師圍繞故事大意提出一連串的小問題，富有智慧地將文本和圖片串聯起來，引導學生理解主人公和爸爸的情感變化。學生通過學習文本中重復的結構，理解故事細節和關鍵部分。教師進而提出開放性問題“You don’t love me? Why? How does dad feel?”引發學生的深度共情和思考。在解讀完文本之后，張老師引導學生體會故事中人物的情感，并用朗讀的方式表達出自己對這種情感的理解。在與故事人物的共情中，學生體會到越來越強烈的情感，對文本有了更深層次的理解。在張老師的引導下，學生對小男孩和他父親心理活動進行充分的分析和感悟，其自身換位思考的交際能力也會有一定程度的提升。

【課堂回顧】

T: At this moment, they are very happy.

And in his eyes, his dad is an...

S: An angel.

T: Yes.At first, in his eyes,his dad is a monster.

And now, his dad is an angel.His dad is the best.

His dad does a lot of things for the boy.And do you know why?

Because his mum is gone.He only has a dad.

He is really great.He is the best dad in the world!

At the beginning of the class you asked me how much the dad is.

S: He is priceless!

T: Yes, dad is priceless.What about your dad?

在讀中環節，張老師設計了層次分明的問題激發學生的閱讀興趣，逐漸升華學生的情感態度，吸引學生不斷閱讀并進行思考，從而更容易接受故事，產生共情并參與其中。最后，張老師挖掘文本中隱藏的信息——小男孩的母親已經去世。這個隱藏信息足以打動所有的學生。發掘出文本背后的故事后，學生便對故事的情節、人物關系以及情感有了更深層次的理解，也為讀后活動做好了充分的情感鋪墊。

總之，幫助學生深入閱讀英語繪本，不僅需要我們完整準確地解讀文本，更需要有效的教學設計、多樣的閱讀任務、合理的共情體驗。張老師的以上做法，為繪本深讀提供了一個較好的范例。