运用“故事山”策略设计高中英语读后续写教学  

Applying the Strategy of"Story Mountain"to Design the Teaching of English Postreading Continuation in Senior High School

作　　者：朱莉娟[1] Zhu Lijuan(Lanzhou No.7 Middle School,Lanzhou Gansu 730000,China)

机构地区：[1]兰州市第七中学,甘肃兰州730000

出　　处：《基础教育外语教学研究》2023年第3期80-84,共5页Foreign Language Teaching & Research in Basic Education

基　　金：甘肃省教育科学“十四五”规划2022年度课题《新高考背景下的高中英语读后续写教学实践研究》的研究成果,课题立项号:GS[2022]GHB0008。

摘　　要：新高考背景下的英语写作新题型“读后续写”多为故事类记叙文,笔者在教学实践中发现学生在续写故事结尾时常因无法准确把握故事脉络而造成逻辑混乱、条理不清、缺乏新意等问题。为此,本文以国内外读后续写教学的相关理论与实践研究为依据,结合笔者自己的教学实践研究,运用英美国家中小学阶段广泛应用的视觉阅读和写作辅助工具“故事山”策略(Story Mountain)设计高中英语读后续写课堂教学,旨在引导学生有效把握文章叙事顺序,梳理故事脉络和情感主线,使续写更合逻辑,更有条理,更有新意。同时也期待本文能够为广大业界同仁提供有价值的参考和借鉴。In the context of the New College Entrance Examination,the new question type of English writing,"post-reading continuation",is mostly a narrative of stories.In teaching practice,the author found that students often failed to accurately grasp the context of the story at the end of the story,resulting in logical confusion,unclear organization,lack of new ideas and other problems.For this reason,based on the relevant theoretical and practical research on the teaching of post-reading continuation at home and abroad,combined with the author's own teaching practice research,this paper uses the"Story Mountain"strategy,a visual reading and writing aid widely used in primary and secondary schools in British and American,to design the classroom teaching of post-reading continuation in senior high school English,aiming to guide students to effectively grasp the narrative order of articles,sort out the story context and emotional main lines,make the continuation more logical,organized and innovative.At the same time,it is also expected that this paper can provide valuable reference for the colleagues.

关 键 词：“故事山”策略 高中英语读后续写 教学设计 

分 类 号：G63[文化科学—教育学]