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To wear or not to wear masks? 教学反思
英语学科核心素养归纳为语言能力、文化品格、思维品质和学习能力四个方面。其中思维品质和学习能力如何英语课堂落地生根发芽?我在自己的课堂实践拓展阅读时找到了方向。
学习能力
一般来说，学习能力就是有效运用学习方法与技巧的能力。学习能力是所有能力的基础，学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能;同时学会运用多种媒体和信息资源，拓宽学习渠道。在英语学科核心素养的内涵中，学习能力是其他素养的“催化剂”。
思维品质是英语学科核心素养的提升，主要指个体在思维活动中智力特征上的差异，是衡量一个人思维发展水平的重要指标。英语思维模式在语法、语义、语篇、语用等方面与汉语言思维模式有差异。在英语学习过程中，英汉两种语言思维模式之间的异同、联系、转换、互补会给学习者以跨地域、跨文化的思维想象空间，帮助学习者拓宽视野，为形成良好的文化意识打下坚实基础。
学生进行拓展阅读时，一方面拓展了阅读量，另一方面学习能力和思维品质也在自主阅读中得到提升。基于这样的背景，我们从七、八年级的持续默读、拼图阅读、阅读圈等活动到九年级学生自主选材，学生自己备课上课的阅读分享课，一路困惑一路摸索一路收获。
学生们阅读课选材自由，这样能充分调动他们的主观能动性。一般都是mini - class, 时长在15分钟到25分钟。但也有部分同学要求真正的完整的一节课。一般教师只是一个guide,适时点拨或故意设问引发深度思考。教师和学生一起成长，既是陪伴者又是引导者，在阅读活动中培养学生的学习能力和思维品质。在实践发现：九年级一部分学生有很强的应试意识。他们在选材时会考虑这个语料是河南中考B篇风格，那个是C篇风格或A篇风格。在老师的引导下，能主动地思考，这个句型或者表达适合在作文中进行移花接木等。他们自觉不自觉地就把读的材料与即将到来的中考联系起来，其实这也是批判性思维品质的体现。这样习得的学习能力是和运用联系起来的，体现了学以致用的新课程理念。这节课设计也是这样的初衷。
这节课采用了TAG feedback策略，T ，tell your thoughts;A, ask questions; G, give suggestions. 上课伊始，教师介绍TAG feedback。然后课堂变成学生的舞台。学生教学设计和材料(21世纪英文报)如下：
To wear or not to wear masks?
On Feb 26,when an Italian lawmaker(议员)went into the country’s Lower Chamber with a mask to prevent the novel coronavirus,he was criticized by his colleagues for “causing panic(恐慌)”.Articles from Western media carry headlines such as”No,you do not need face masks to prevent coronavirus.”You might be surprised,as in China and other Asian countries,people have willingly put masks on during the outbreak.
Western thoughts about masks
In the West,people are taught to wear masks only when they get sick.Masks are seen as a tool to protect sick people and prevent the disease from spreading, so healthy people don’t need to wear them.Therefore,during the novel coronavirus outbreak,overseas Chinese students said that they would be “stared at like a virus spreader”if they go out with a mask.According to a survey done by Global Times among some European and American people,wearing a mask in public can make them feel “worried”,”shy”,and”afraid of being looked at differently.”
But as the number of COVID-19 cases continues to grow around the world,many people in the West are changing their attitudes(态度).In the US,for example,the need for masks is very high now.the US surgeon general(卫生局长)has been asking people to avoid hoarding(囤积)masks,as they are more needed in hospitals than the general public.
Mask culture in the East
In Asian countries like China and Japan,there has been a long tradition lf mask-wearing.In China,for example ,when doctor Wu Liande invented the modern medical mask during the pneumonic plague(肺鼠疫)in 1910,the mask became a symbol of China’s position as a modern,scientific nation,according to Scottish medical anthropologist(人类学家)Christos lynteris.The 2003 SARS epidemic again led to the wide use of masks as a form of anti-viral(抗病毒的)protection in China and elsewhere in East Asia.
In Japan,wearing masks has long been seen as a manner to reassure(使安心)others when one catches a cold or flu.Some Japanese also turn masks into fashion accessories(配饰)，with different colors and patterns to match their clothes.Wearing masks is also a way to “hide”for young women when they don’t have their makeup(化妆)on.
In more collectivist(集体主义的)cultures in Asia,wearing masks might also be a symbol of solidarity(团结)during the outbreak ,according to Lynteris.”Mask culture [in Asia] creates a sense of a fate(命运)shared,common obligation(责任)and civic(公民)duty.”People wear masks “to show that they want to stick together”in the face of danger,Lynteris wrote.
学生教学设计和过程(学生自己独立设计)
(I)What we should know
colleague n. be criticized by sb. for doing sth.
media n. be stared at like sth,
case n. modern medical masks
headline n.
position n.
(II)What we can use in our composition
(III)Some sentences that are difficult
1.Therefore,during the novel coronavirus outbreak,overseas Chinese students said that they would be “stared at like a virus spreader”if they go out with a mask.
2.The mask became a symbol of China’s position as a modern,scientific nation.
(IV)Reading quiz
What does Lynteris mean in the last paragraph?( )
A.People have no sense of duty if they don’t wear masks.
B.Mask culture creates a sense of collective obligation(集体义务).
C.Asian people are more united in the face of danger.
D.We are a community with a shared future for mankind.
讲课的“孙老师”先给学生8分钟的阅读时间，然后领着大家从语篇结构到文本的主旨大意再到细节理解，有条不紊，循序渐进，有提问有互动有讲解。还特别设计了What we can use in our composition环节，学以致用。
他的展示过程中，教师根据情况适时点拨和设问以加深学生的理解。他的展示结束，教师回到讲台进行TAG feedback , 学生的读后反馈充满了思想的光辉和人文关怀。在问问题环节，很多学生模仿中考的阅读理解提问方式，从不同视角来对文本提出问题，有Where is the passage probably taken from? What is the writer’s purpose of writing the pasage?等 还有设计细节理解问题的。学生能提出这样的问题着实让我们惊喜。
实践反思：
本节课基本达成了教学目标，师生、生生互动，学生在交流分享中思维品质得到提升，学习能力得到培养。但由于本节的执教小老师英语水平比其他孩子高，选取的阅读材料有一定难度，中等偏上的孩子如鱼得水，但中等偏下的孩子有些吃力。在其他的拓展阅读实践的过程中也出现类似情况。如果执教小老师英语水平稍弱，他们所选取的材料就偏容易。反之，亦然。虽然在选取执教小老师时，已经尽量平衡不同层次的学生的水平差异，但是还是无法在每一节课上兼顾所有的学生。这也是接下来我们需要研究和思考的问题。
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《To wear or not to wear masks? 教学反思》出自：百味书屋
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