标题 | 绘本教学中提问的着眼点 |
范文 | 黄慧 【关键词】绘本教學;提问;封面;图片;人物 【中图分类号】G623.31? 【文献标志码】A? 【文章编号】1005-6009(2019)81-0076-03 提问可以激发和保持学生的学习兴趣,激活其思维,可以检查学生的理解情况,引导他们参与学习活动等。那么,在绘本教学中,教师可以从哪些方面进行提问呢?下文笔者以绘本I want to move为例,试述之。该绘本讲述了主人公小兔子Tom选择不同的居所,发生了不同事,最后回到父母怀抱的故事。 1.围绕绘本封面提问。 现实的课堂教学中并不缺少提问,但教师应注意的是把提问权交给学生,长此以往,学生就会主动提出问题并寻找答案,从而加深对绘本的理解。在绘本I want to move的教学中,当笔者介绍了绘本封面的基本要素:题目、主人公和其他相关信息后,学生了解到主人公Tom 想搬家,此时学生一定会有很强的好奇心,故事会怎样发展呢?教师可以抓住这个机会,让学生提问。 T: This is the cover. What is the title? S: I want to move. T:What is the meaning of move? S:搬家。 T: Who wants to move? S: The rabbit wants to move. T: Yes. His name is Tom.And we know Tom wants to move. Just look at the title and the main character. Do you have any questions about this story? S: Where does he live at last?/Why does Tom want to move?/Where does Tom like to live?/Does he like his new home?/Who does Tom move with?/Who will Tom meet? T: So good. Lets read the story together. 从以上教学片段中可以看出,教师的语言少而精。教师通过启发性提问引导学生观察封面,问题是学生经过自己的思考而提出的,带着这些问题进入绘本,会极大增强学生对绘本学习的兴趣和热情。教师及时板书学生提出的问题,等整本绘本学完,再让学生回答这些问题,首尾呼应,效果极佳。 2.围绕绘本图片提问。 图文并茂是绘本的特质之一,且有时图片会传达比文字更多的信息。所以教师有必要围绕图片展开提问。案例中,绘本图片显示Tom离开他的家,背上了行囊,告别了父母。旁白写道:Tom leaves his family.教师让学生观察图片,仔细观察Tom的表情与动作。 T: Tom leaves his family. Whats the meaning of leave? S: Go away. T: Right. He goes away. Look at his mum and dad.How are they? Ss: Sad. T: Yes,his mum and dad are very sad,a little disappoited.But they still respect him and let him go. 画面细节的解读,让绘本变得更温暖。接着教师继续发问:If you were Tom, where do you want to live? S: I want to live in the garden. T: Why? S: Its very beautiful. S: I want to live in the tree. T: Oh, why? S: I like birds. S: I want to live in the palace. Its very beautiful. 教师通过一个开放性问题If you were Tom, where do you want to live?引导学生从个人经验出发,根据图片信息,对接下来的故事进行分析和预测,并用英语表达出来。学生的回答充满了趣味,也很符合逻辑。这样的思考与表达,让学生迅速融入绘本故事。 绘本中藏有几处耐人寻味的小细节。教学中,笔者没有简单地指出这些细节,而是通过问题,让学生自己去发现。当风雨交加的夜晚,父母及时出现在Tom面前时,教师提问:Why do Toms Mom and Dad find him?How do they find him easily?引导学生第二次翻阅绘本。学生会惊喜地发现,在某一个不起眼的地方,找到了Tom父母的影子:一个露出的兔耳朵、躲在树后的半个兔身子……而这些小细节,就是直击人心之处,学生一下子明白:原来Tom寻找新家时,他的爸爸妈妈一直跟随着他,保护着他。这一发现多么令人感动,浓浓的亲情在学生的心田里流淌开来。 到这里,教学若戛然而止的话,似乎有些意犹未尽。阅读之妙在于“还原”,在阅读绘本时,教师应该让学生通过观察,将绘本还原成自己的生活,从而让自我观察与内心体验更丰满。所以当学生找到答案后,笔者继续提问:Does Tom know that? Ss: No, he doesnt. T: So in our daily life, your dad and mum did a lot of things for you, but you dont know that. 跳出故事文本,联系生活实际,促成了学生的深度思考。学生产生的感悟是经过思维加工的,是经过情感加温的,是有意义的。 3.围绕绘本角色提问。 绘本中的角色常常是孩童或动物,具有很强的个性特征。教師围绕角色提问,学生思考和演绎绘本中的角色,可以更好地体会人物性格,提升共情能力。 绘本的最后Tom在草原伤心地大哭,此时笔者PPT的整个画面只出现Tom伤心的剪影,教师用伤心的口吻问道:Who can help poor Tom?学生答道:His parents.接着,PPT中出现了Tom父母的身影。接着,笔者用一个开放性问题:When Tom sees his parents, what does he say?引导学生走进绘本,体会人物情感,学生有感而发,纷纷用自己的语言表达:I love you, Mum and Dad!/ I miss my burrow very much. / I miss you, Mum and Dad!/ Im sorry. / Thank you, Mum and Dad! 对绘本人物提问,让学生进入角色,学生一下子就感受到Tom对父母的思念、依恋、内疚和对家的情感。 绘本全部读完后,笔者没有问绘本读完后的常规问题What do you learn from the story?这样的问题太大,学生会无从回答。我们可以聚焦人物,聚焦情感,设计这样的问题:Does Tom want to move again?学生回答No,这时笔者继续追问Why ? S:Because he loves his burrow. / Because his burrow is safe. / Because his parents live in the burrow. / Because its great to live with his parents. / Because his burrow is best. 教师总结:All of you think Tom doesnt want to move again. Maybe when he grows up, he will move again.But now, he doesnt. Because East or west, home is best. 经典的绘本总是值得一读再读,反复体会,而教师的精准提问,能帮助学生更好地理解、体悟绘本。 总之,绘本是学生学习语言和体验情感的绝佳载体。它那智慧的留白,能为学生提供想象的空间;它那多变的视角,极富戏剧性的变化,能让学生的心境在阅读时随着主题的变化而变化。作为一线教师,应仔细研究绘本,根据绘本不同的特质和内容,创设具有启发性、开放性、创造性的问题,激活学生想象,发展学生思维,丰富学生绘本学习的体验,让学生体悟绘本丰满深邃的内涵。■ (作者单位:江苏省江阴市实验小学教育集团) |
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