如何在英語教學中培養學生的思維品質

白學芳

《普通高中英語課程標準》（2020年修訂版）中提到“思維品質指思維在邏輯性、批判性、創新性等方面所表現的能力和水平。思維品質體現英語學科核心素養的心智特征。思維品質的發展有助于提升學生分析和解決問題的能力，使他們能夠從跨文化視角觀察和認識世界，對事物作出正確的價值判斷。”

外研版高中英語教材中的developing ideas是培養和發展學生思維品質的重要板塊，通過符合學生認知特點和契合單元主題內容的生動文字，幫助學生鞏固、拓展語言知識，提升語言技能，并實現思維的同步發展。本文以高中英語（外研版）必修三第二單元developing idea的 The Power of Good為例，談談如何有效培養學生的思維品質。

一、創設情境

本節課，教師以一則簡短的視頻進行導入，內容是某市的機動車道上，一個老人在過馬路，但是過往的車輛均無意讓行，視頻中的好心車主選擇冒著扣分罰款的風險，壓線擋住后面的車輛，為老人贏得過馬路的時間。師生對話如下：

T：What do you think of the driver？

S：He is very kind. He helped the old lady even though he knew it might bring him trouble.

這則視頻是生活中的真實情景，學生在觀看時可以從中感受到有時候幫助別人可能會給自己帶來麻煩甚至危險，但是仍舊有人愿意承擔風險去幫助別人，這份勇氣令人敬佩。

本節課的課文講述了二戰中尼古拉斯·溫頓如何從納粹手中冒險救下猶太兒童，而導入的視頻選取中國街頭的一幕，希望學生明白舍己為人無論在中西方哪種文化中都是令人稱道的優良品質。

二、借助教材插圖和標題

預測能力是語言學習、理解和運用過程中的基本能力。教師應指導學生細致觀察文本插圖、初步預測文本內容，培養預測能力。學生通過課本中的插圖和標題，可以預測文章應該是關于人物生平事跡的介紹。

Activity：Look at the illustration and the title， and predict：

1. Who is the man？__________________________

_____________________________________________

2. The passage is mainly about ________________

_____________________________________________

三、借助思維導圖和問題鏈

思維與語言有密切的關系。“思維的邏輯性主要表現為思維的規則和規律，具體涉及概念、判斷和推理等英語語言的心智活動。思維的批判性在于質疑、求證的態度和行為，通過正確的途徑，求證事物的真假。”教師在教學時要深度挖掘隱藏的信息，將零散的語言信息整合為清晰的文本框架，引導學生從多個維度探索文本潛在信息，提升邏輯思維能力，正確評判各種思想觀點，創造性地表達自己的觀點，培養高階思維能力。

Find the detailed information.

1. Finish the form according to the passage.

通過完成表格形式的思維導圖，學生能夠理清文章的脈絡，即文章是按照時間線索敘述尼古拉斯·溫頓的生平事件。

2. Answer the questions.

① Why did he decide to save the children？

______________________________________________________________________________________

_____________________________________________

② How did he save the children？ Put the four pictures in right order. _____________________________

A ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?B

C ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?D

③ How were his actions discovered？ Why do you think it took such a long time for Winstons actions to become known？

______________________________________________________________________________________

_____________________________________________

Activity 3： Think and share

① “A kind-hearted person lives a long life.” Do you think so？ State your opinions.

___________________________________________________________________________________________________________________________________

② Describe Nicholas Wintons personal qualities with some proper words

______________________________________________________________________________________

問題鏈培養學生的質疑能力、評價能力、概括能力。學生通過對一系列問題的思考，進一步加深對文本的理解，培養了邏輯思維能力和批判性思維能力。

師生對話如下：

T：Why did he decide to save the children？

S：Because he saw them ?living in terrible conditions and their lives were in danger.

T：How did he save the children？

S：He established an office to keep records of the children， and then returned to Britain to find temporary homes for them. He used donated funds and his own money for pay the 50 pounds per child that the British government required. By August 1939， Winton had saved 669 children.

T：If you were a parent of a child among the 669 children， how would you feel？ What would you say to Nicholas Winton？

S：I would be very grateful. Maybe words cant express my gratitude.

T：How were his actions discovered？

S：A journal was found at home by his wife， who sent it to a newspaper.

T：Why do you think it took such a long time for Winstons actions to become known？

S：Maybe because he took it for granted and didnt expect anything for return.

T：“A kind-hearted person lives a long life.” Do you think so？ State your opinions.

S：Yes， even though one day he may die， his actions will always be remembered.

T：Can you describe Nicholas Wintons personal qualities with some proper words？

S：Kind， brave， selfless， modest...

四、布置創新遷移任務

“思維的創新性側重于求異、求新，不墨守成規，敢于想象，善于改變，推陳出新。思維的深刻性是指思維活動的廣度、深度和難度，主要表現在智力活動中深入思考問題，善于概括歸類，邏輯抽象性強，善于透過現象抓住事物的本質和規律。”學生在本環節可以深切感受到自己的命運掌握在自己手中，教師布置創新遷移任務——創作自傳，不但能鍛煉學生的語言能力，歸納傳記文體的語言特點，而且會引發學生更深刻地思考如何才能更有意義地度過一生。

Writing

Suppose you were very old and had made great achievements. Write a biography for yourself within 70 words.

總之，在高中英語教學中，我們要重視培養學生的思維品質，也要承認學生的思維品質存在差異性，在教學中因材施教，逐步地、系統地對學生的思維品質進行培養，以促進學生語言能力、文化意識和學習能力的提升。

（作者單位：山東省淄博第十一中學）