【講座】語(yǔ)篇結(jié)構(gòu)圖式法助力高中英語(yǔ)閱讀教學(xué)

語(yǔ)篇結(jié)構(gòu)圖式法助力高中英語(yǔ)閱讀教學(xué)2017年高考英語(yǔ)考試說(shuō)明增加了“閱讀文章需要具備一定的語(yǔ)篇知識(shí)”以及要求考生“必須把握全篇的基本結(jié)構(gòu)，理清上下文的銜接關(guān)系”。可見，對(duì)學(xué)生的語(yǔ)篇結(jié)構(gòu)知識(shí)提出了新的要求，因此就更應(yīng)該引起我們對(duì)語(yǔ)篇知識(shí)的重視。前言最新的高中英語(yǔ)課程標(biāo)準(zhǔn)（征求意見稿）提出，語(yǔ)篇是語(yǔ)言學(xué)習(xí)的主要載體。語(yǔ)言學(xué)習(xí)者主要是在真實(shí)且相對(duì)完整的語(yǔ)篇中接觸、理解、學(xué)習(xí)和使用語(yǔ)言。因此，語(yǔ)言學(xué)習(xí)不應(yīng)以孤立的單詞或句子為單位，而應(yīng)以語(yǔ)篇為單位開展學(xué)習(xí)。教師應(yīng)該有意識(shí)地滲透有關(guān)語(yǔ)篇的基本知識(shí)，幫助學(xué)生形成語(yǔ)篇意識(shí)，把握語(yǔ)篇的結(jié)構(gòu)特點(diǎn)，從而提高理解語(yǔ)篇意義的能力，充分利用語(yǔ)篇知識(shí)更加有效地獲取或傳遞信息，表達(dá)觀點(diǎn)和態(tài)度。既然閱讀理解的腳手架是文章結(jié)構(gòu)，那么如果通過(guò)日常的閱讀訓(xùn)練，對(duì)此類文章結(jié)構(gòu)熟悉，在閱讀任何此類話題和文體的文章時(shí)，學(xué)習(xí)者只需要按照此結(jié)構(gòu)模型或圖式（schema）來(lái)處理信息。因此要精確理解篇章，就要從文體學(xué)的角度分清每類文章的結(jié)構(gòu)（structureorbackbone）。記敘文、說(shuō)明文、議論文、應(yīng)用文四類文體中均需構(gòu)建其文章圖式。下面我就從2017年全國(guó)卷高考英語(yǔ)閱讀理解的統(tǒng)計(jì)數(shù)據(jù)以及圖式中分析歸納結(jié)構(gòu)化帶給我們對(duì)閱讀理解教學(xué)及備考的啟示及備考策略的形成。

一、結(jié)構(gòu)化在2017年全國(guó)卷高考中的應(yīng)用

1、文體統(tǒng)計(jì)

ABCD全國(guó)I應(yīng)用文記敘文說(shuō)明文說(shuō)明文全國(guó)II應(yīng)用文記敘文說(shuō)明文說(shuō)明文全國(guó)III應(yīng)用文記敘文說(shuō)明文說(shuō)明文從以上表格可以看出，2017年全國(guó)三套卷，考查文體基本一致。其中全國(guó)I卷D篇、全國(guó)II卷C篇和全國(guó)III卷D篇均為科普說(shuō)明文。

2、考點(diǎn)分布

細(xì)節(jié)理解推理判斷詞義猜測(cè)主旨大意態(tài)度觀點(diǎn)全國(guó)I63213全國(guó)II65221全國(guó)III65121

3、文章圖式

首先，我根據(jù)歷年高考閱讀理解所考過(guò)的文體以及話題，采用思維導(dǎo)圖的形式歸納如下限于時(shí)間關(guān)系以及測(cè)試中應(yīng)用文給學(xué)生帶來(lái)的閱讀障礙并不大，在此不作圖式分析。近幾年對(duì)議論文也幾乎沒(méi)有考查。下面就對(duì)說(shuō)明文（以說(shuō)明文為主）和記敘文加以分析。首先我采用思維導(dǎo)圖的形式對(duì)2017年全國(guó)Ⅰ卷閱讀理解D、C和B篇進(jìn)行歸納：全國(guó)I卷D篇以及C篇均為說(shuō)明文，但是種屬不同。在此我先以D篇為例：D篇屬于科普說(shuō)明文，介紹了美國(guó)兩位科學(xué)家研制的一種蒸餾器的制作過(guò)程以及工作原理。在此我把這篇文章結(jié)構(gòu)的圖式歸納如下：說(shuō)明文工作原理

制作過(guò)程

產(chǎn)品描述

被說(shuō)明對(duì)象

ItisoneofthebestwaytoobtaindrinkingwaterInareaswheretheliquidisnotsteadilyavailable.ItisdevelopedbytwodoctorsintheU.S.DepartmentofAgriculture.A5’5’sheetofclearorslightlymilkyplastic,sixfeetofplastictube,andacontainerareit’scomponents.Itiseasytoportbecauseofthat.Useasharpstickorrocktodigaholefourfeetacrossandthreefeetdeep.Laythetubeinplace

Covertheholewiththeplasticsheet,andweightthesheet’scenterdownwitharock.Groundwaterevaporatesandcollectsonthesheetuntilsmalldropsofwaterform,rundownthematerialandfalloffintothecup.Thesolarstillworksbycreatingagreenhouseundertheplastic.Abuild-ityourselfsolarstill33323435從上面的思維導(dǎo)圖我們可以對(duì)這篇文章的結(jié)構(gòu)有了一個(gè)非常清晰的了解，高考這一篇閱讀理解的四個(gè)問(wèn)題設(shè)置分別涉及到圖式中的被說(shuō)明對(duì)象（33題）、產(chǎn)品描述（32題）、制作過(guò)程（34題）、工作原理（35題）。當(dāng)然我們的考生不可能在考試中去畫出這樣的思維導(dǎo)圖，這就要求我們教師在平時(shí)的閱讀教學(xué)中有意識(shí)的去培養(yǎng)學(xué)生的這種思維模式，當(dāng)他們一看見類似的話題和文體的文章時(shí)，就自然而然能夠按照此結(jié)構(gòu)模型或圖式來(lái)處理相關(guān)信息。32.Whatdoweknowaboutthesolarstillequipmentfromthefirstparagraph?A.It’sdelicate.B.It’sexpensive.C.It’scomplex.D.It’sportable.33.Whatdoestheunderlinedphrase“thewatercatcher”inparagraph2referto?A.Thetube.B.ThestillC.Thehole.D.Thecup.34.What’sthelaststepofconstructingaworkingsolarstill?A.Didaholeofacertainsize.B.Putthecupinplace.

C.Weighthesheet’scenterdown.D.Covertheholewiththeplastic.35.Whenasolarstillworks,dropsofwatercomeintothecupfrom?A.theplastictube.B.outsidethehole.C.theopenair.D.beneaththesheet.C篇屬于事理說(shuō)明文，講述的是爵士樂(lè)面臨的挑戰(zhàn)以及如何讓其重新流行的設(shè)想。文章結(jié)構(gòu)圖式如下：說(shuō)明文原因

被說(shuō)明對(duì)象

MusicianssetApril30asadaytoraiseawarenessofjazzmusicanditssignificance.Jazzisbecominglesspopularamongyoungsters

JasonMorantriestomakeJazzmoreaccessible,andpreserveitshistoryandcultureHehopestomaketheyoungerstarttoreconsiderandunderstandthatJazzisnotblackandwhiteanymore.

Theentertainmentaspectofthemusichasbeenlostbecausethewaytheworldworksisnotthesame.SometimeswelosesightofthatthemusichasawidercontextandMoranwantstocontinuethosedialogues.說(shuō)明方法敘述282930其中問(wèn)題設(shè)置分別涉及到圖式中的被說(shuō)明對(duì)象（28題）、原因（29題）、說(shuō)明方法里面的第三點(diǎn)以及文章主旨。文章圖式清晰地顯示了試題命制的文章節(jié)點(diǎn)。28.WhydidUNESCOsetApril30asInternationalJazzDay?A．Torememberthebirthofjazz.B．Toprotectculturaldiversity.C．Toencouragepeopletostudymusic.D．Torecognizethevalueofjazz.29．Whatdoestheunderlinedword“that”inParagraph3referto?A．Jazzbecomingmoreaccessible.B．Theproductionofjazzgrowingfaster.C．Jazzbeinglesspopularwiththeyoung.D．Thejazzaudiencebecominglarger.30．WhatcanweinferaboutMoran'sopiniononjazz?A．Itwilldisappeargradually.B．Itremainsblackandwhite.C．Itshouldkeepupwiththetimes.D．Itchangesevery50years.

B.記敘文Result

Process

Cause

TopicIgotacallfromawomantohelpayoungowl.Iexaminedtheowlanditseemedfine.Iconstructedanestandputsomepinebranchestocalmitdown.

Iaskedtheownertouserecordingstoencouragetheowltocallforitsparents.Theparentsrespondedtotherecordingandtheyoungowlwouldbesaved.Helpinginjuredcreaturescanbeheartbreaking;andsurvivalisnevercertain,butitisbeautifulwhensuccessful.24272625B篇屬于記敘文，講述的是作者營(yíng)救一只貓頭鷹的故事。文章結(jié)構(gòu)如圖：其中問(wèn)題設(shè)置分別涉及到圖式中的故事主題（第24,27題），故事的起因（第25題），故事的發(fā)生經(jīng)過(guò)（第26題）：24.What

is

unavoidable

in

the

author’s

rescue

work

according

to

paragraph

1?

A.Efforts

made

in

vain.B.Getting

injured

in

his

work.

C.Feeling

uncertain

about

his

future.D.Creatures

forced

out

of

their

homes.

25.Why

was

the

author

called

to

Muttontown?

A.To

rescue

a

woman.B.To

take

care

of

a

woman.

C.To

look

at

a

baby

owl.D.To

cure

a

young

owl.

26.What

made

the

chick

calm

down?

A.A

new

nest.B.Some

food.C.A

recording.D.Its

parents.

27.How

would

the

author

feel

about

the

outcome

of

the

event?

A.It’s

unexpected.B.

It’s

beautiful.C.

It’s

humorous.D.

It’s

discouraging.

說(shuō)明文研究結(jié)果

被說(shuō)明對(duì)象

Whenaleafyplantisunderattack,itsendsoutaparticularsmell.Theworldisfarbusier,noisierandmoreintimatethanwhatweseeandhear.PlantsgiveoutVOCswhenbeingattacked

Someplantspumpoutsmellychemicalstokeepinsectsawayandothersattractdifferentinsects.

Thesechemicalsconversationshelptheneighbours.結(jié)論拓展在此，我也把全國(guó)II卷D篇和III卷的D篇文章圖式結(jié)構(gòu)做出，以作總結(jié)與提煉：說(shuō)明文結(jié)論拓展

研究目的Tounderstandthechallengesfacedbyolderdriversandtodiscoverwherethekeystresspointsare.Toensuretheolderdriversstaysaferbehindthewheel.Givingupdrivingisoneofthekeyreasonsforafallinhealthandwell-beingamongtheolder.Drivingisimportantforperseveringtheirindependence.Aswegrowolder,ourreactionsslowdownandthisoftenresultsinpeopleavoidinganychallengingdrivingconditionsandlosingconfidencetheDiverLABishelpingustounderstandwhatthekeystresspointsandhowwemightusete