基于英语学科核心素养培养的高三情景设计教学
2016 年 9 月 13 日上午，《中国学生发展核心素养》正式发布。中国学生发展核心素养以培养 “全面发展的人”为核心。学生核心素养的培养主要通过基础教育阶段各学科的教育教学来实现。因此，基础教育阶段各学科的课程都要为发展学生核心素养服务，都要结合学科特点帮助学生形成必备品格和关键能力。
《普通高中英语课程标准》（征求意见稿）将英语学科核心素养定义为：“学生在接受相应学段英语课程教育的过程中，逐步形成和提升的适应个人终身发展和社会发展需要的必备品格和关键能力，综合表现为四大素养，由语言能力、文化品格、思维品质和学习能力组成。”
“如何培养”英语学科核心素养是我们一线英语教师如何使核心素养落地生根的问题。成尚荣指出：“只有将上位的核心素养与学科核心素养结合在一起，并真正贯穿在整个教学过程的时候，核心素养才能落到实处，才能走进学生的素养结构，成为学生的素养”。柳夕浪认为，教学中那些保留现实生活本来具有的丰富性的情境设计才能真正培养出学生的实际能力与品格。柳夕浪、张珊珊进一步提出，由于素养是在人与情境的互动中生成的，故情境设计是培养核心素养的必然选择，提倡体验学习，并将“以素养发展为导向的教学”称为“素养教学”。
高三一轮复习就是要夯实基础，提高能力。这就要求老师带着学生梳理课本中的英语词汇，短语和句型，在这个过程我们的传统办法是教师讲解，然后学生背诵，最后教师听写检测。但是根据布鲁姆的认知理论：remembering→understanding→applying→analyzing→evaluating→creating，可以看出，传统的教法是低层次的教学活动，等到考试时，学生根本不会真正理解并运用这些知识，原因就在于教师的教学脱离了具体的情境，只能成为无本之木，无源之水。
去年12月1日我校对外开设大型公开课，我听了几节同题异构的高三素养教学课，即情境设计课。
在复习Module1 Unit3重点词汇ashamed，failure，embarrassed 时，上课的程老师设计了对话情境练习：
如：Exercises（Dialogue）：Fill in blanks with correct forms：
A： —It is a ______ that you were unable to attend the ball.
You might think it an ______________ to be late on this important occasion but engine __________ was not a predictable factor that you were to be __________ of. Anyone who ____________ you also put himself in an _____________ situation.
B： —Actually， I _____ to attend the ball because I felt _____________ at being the center of attention for my figure. I know it is not _________ the way we look， but it cant be helped. I may _____ you this time， but I decide to work out with you to stay in shape.
在复习Module1 Unit3重点短语be ashamed of sth，get into shape，work out，go on a diet，end in failure，recover from sth，prepare sb for sth，in no time时，胡老师设计了在语篇中替换短语的试题Replace some expressions with the phrases if possible.Ann felt uncomfortable about her figure， so she ate less every day. But it did not have desired effects， instead， lack of nutrient made her feel uncomfortable. After getting well again，she accepted doctors advice. Then she planned a new way of keeping fit. By following a diet， she found herself ready for doing exercise. She trained her body by physical exercise， and things developed in a successful way. She believed that a large amount of exercise would make her become physically fit soon， and she would feel good as she was.
在復习Module1 Unit3重点句型时，陈老师先引用教材原句No matter what she does， her efforts to lose weight always end in failure.（P45）然后设计了Paraphrase：
_________ she does， her efforts to lose weight always end in failure.
She does ______________ _____ she can to lose weight， but her efforts end in failure.
She does __________ she can to lose weight， but her efforts end in failure.
最后，Write a short passage with no more than 80 words about some teenagers unhealthy lifestyles and recommendations for them with as many words reviewed as possible.
Tips：
Do they have any chance of taking weight-loss pills for a slim figure？
How do they arrange their diets？
Are there any recommendations for them？
Expressions and sentence patterns for reference
ashamed， embarrassed， failure， figure， contain， count；
be ashamed of， be embarrassed about， stay in shape， work out， go on a diet， in the long term， end in failure， recover from， a good amount of， prepare sb for sth， follow the suggestions， in no time.
在設计语言知识训练课时，教师应该努力寻找或挖掘符合学生最近发展区的材料或话题，围绕某一个核心语境，从单元的高度进行教学设计，坚持词不离句、句不离文的原则，把语言知识放到典型的语境之中讲解，这既有利于学生在英语语言实践中正确运用所学语言知识，又有利于他们养成用英语思维的习惯。
参考文献：
[1]程晓堂，赵思奇.英语学科核心素养的实质内涵[J].课程·教材·教法，2016（5）.
[2]程晓堂.英语学科核心素养及其测评[J].中国考试，2017（5）.
【作者简介】何良东，江苏省盱眙中学。
《普通高中英语课程标准》（征求意见稿）将英语学科核心素养定义为：“学生在接受相应学段英语课程教育的过程中，逐步形成和提升的适应个人终身发展和社会发展需要的必备品格和关键能力，综合表现为四大素养，由语言能力、文化品格、思维品质和学习能力组成。”
“如何培养”英语学科核心素养是我们一线英语教师如何使核心素养落地生根的问题。成尚荣指出：“只有将上位的核心素养与学科核心素养结合在一起，并真正贯穿在整个教学过程的时候，核心素养才能落到实处，才能走进学生的素养结构，成为学生的素养”。柳夕浪认为，教学中那些保留现实生活本来具有的丰富性的情境设计才能真正培养出学生的实际能力与品格。柳夕浪、张珊珊进一步提出，由于素养是在人与情境的互动中生成的，故情境设计是培养核心素养的必然选择，提倡体验学习，并将“以素养发展为导向的教学”称为“素养教学”。
高三一轮复习就是要夯实基础，提高能力。这就要求老师带着学生梳理课本中的英语词汇，短语和句型，在这个过程我们的传统办法是教师讲解，然后学生背诵，最后教师听写检测。但是根据布鲁姆的认知理论：remembering→understanding→applying→analyzing→evaluating→creating，可以看出，传统的教法是低层次的教学活动，等到考试时，学生根本不会真正理解并运用这些知识，原因就在于教师的教学脱离了具体的情境，只能成为无本之木，无源之水。
去年12月1日我校对外开设大型公开课，我听了几节同题异构的高三素养教学课，即情境设计课。
在复习Module1 Unit3重点词汇ashamed，failure，embarrassed 时，上课的程老师设计了对话情境练习：
如：Exercises（Dialogue）：Fill in blanks with correct forms：
A： —It is a ______ that you were unable to attend the ball.
You might think it an ______________ to be late on this important occasion but engine __________ was not a predictable factor that you were to be __________ of. Anyone who ____________ you also put himself in an _____________ situation.
B： —Actually， I _____ to attend the ball because I felt _____________ at being the center of attention for my figure. I know it is not _________ the way we look， but it cant be helped. I may _____ you this time， but I decide to work out with you to stay in shape.
在复习Module1 Unit3重点短语be ashamed of sth，get into shape，work out，go on a diet，end in failure，recover from sth，prepare sb for sth，in no time时，胡老师设计了在语篇中替换短语的试题Replace some expressions with the phrases if possible.Ann felt uncomfortable about her figure， so she ate less every day. But it did not have desired effects， instead， lack of nutrient made her feel uncomfortable. After getting well again，she accepted doctors advice. Then she planned a new way of keeping fit. By following a diet， she found herself ready for doing exercise. She trained her body by physical exercise， and things developed in a successful way. She believed that a large amount of exercise would make her become physically fit soon， and she would feel good as she was.
在復习Module1 Unit3重点句型时，陈老师先引用教材原句No matter what she does， her efforts to lose weight always end in failure.（P45）然后设计了Paraphrase：
_________ she does， her efforts to lose weight always end in failure.
She does ______________ _____ she can to lose weight， but her efforts end in failure.
She does __________ she can to lose weight， but her efforts end in failure.
最后，Write a short passage with no more than 80 words about some teenagers unhealthy lifestyles and recommendations for them with as many words reviewed as possible.
Tips：
Do they have any chance of taking weight-loss pills for a slim figure？
How do they arrange their diets？
Are there any recommendations for them？
Expressions and sentence patterns for reference
ashamed， embarrassed， failure， figure， contain， count；
be ashamed of， be embarrassed about， stay in shape， work out， go on a diet， in the long term， end in failure， recover from， a good amount of， prepare sb for sth， follow the suggestions， in no time.
在設计语言知识训练课时，教师应该努力寻找或挖掘符合学生最近发展区的材料或话题，围绕某一个核心语境，从单元的高度进行教学设计，坚持词不离句、句不离文的原则，把语言知识放到典型的语境之中讲解，这既有利于学生在英语语言实践中正确运用所学语言知识，又有利于他们养成用英语思维的习惯。
参考文献：
[1]程晓堂，赵思奇.英语学科核心素养的实质内涵[J].课程·教材·教法，2016（5）.
[2]程晓堂.英语学科核心素养及其测评[J].中国考试，2017（5）.
【作者简介】何良东，江苏省盱眙中学。
