背景回顧
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《普通高中英語課程標(biāo)準(zhǔn)（2017年版2020年修訂）》（以下簡稱《課程標(biāo)準(zhǔn)》）指出，高考應(yīng)重點(diǎn)考查學(xué)生的英語理解能力和表達(dá)能力。其中理解能力包括在特定的情境中，學(xué)生對口頭和書面語篇的理解能力、對其作出反應(yīng)的能力以及從中獲取信息的能力等；表達(dá)能力指學(xué)生應(yīng)用英語進(jìn)行口頭或書面表達(dá)的能力，特別是在真實(shí)的情境中利用英語傳遞信息、溝通交際、表達(dá)觀點(diǎn)與意圖、闡釋情感的能力等?？梢?，英語高考考查的重點(diǎn)是學(xué)生在真實(shí)的問題情境中分析問題和解決問題的能力，以對學(xué)生的學(xué)科核心素養(yǎng)的發(fā)展?fàn)顩r作出客觀的評價。
問題解決能力指的是學(xué)生面臨問題情境時，在沒有現(xiàn)成、可行的方法能夠利用時，學(xué)生將已有的知識經(jīng)驗(yàn)進(jìn)行重組、加工，找到突破問題的方法與途徑，從而將已知情境轉(zhuǎn)為目標(biāo)情境、直至問題解決的能力。學(xué)生問題解決的過程一般包括理解與分析問題、探究與形成方法、制定與實(shí)施計劃、總結(jié)與得出結(jié)論、討論與反思結(jié)果等五個階段。問題解決能力的基本要素包括理解與提煉、分析與表達(dá)、推理與實(shí)踐、總結(jié)與反思等四個部分。問題解決能力的提升，需要學(xué)生在日常的學(xué)習(xí)過程中，基于特定的情境，充分體驗(yàn)問題解決的全過程，并將問題解決能力的諸要素，應(yīng)用到此過程中。
《課程標(biāo)準(zhǔn)》指出，高中英語課程倡導(dǎo)實(shí)踐英語學(xué)習(xí)活動觀，引導(dǎo)學(xué)生通過自主學(xué)習(xí)、合作學(xué)習(xí)與探究學(xué)習(xí)等方式，發(fā)展多元思維和批判性思維，進(jìn)而提高學(xué)生的英語學(xué)用能力。但是，無論是英語“學(xué)”的能力，還是“用”的能力，都需要學(xué)生在真實(shí)的情境中，在學(xué)習(xí)了解、應(yīng)用實(shí)踐、遷移創(chuàng)新中，學(xué)會問題解決，從而能夠有效地利用英語獲取、闡釋和評判語篇意義，達(dá)到正確而愉悅地表達(dá)觀點(diǎn)、意圖與情感的目的。
方法策略
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問題解決思維觸發(fā)“問題解決”教學(xué)。“問題解決”教學(xué)模式是以問題為中心，以學(xué)生為主體，教師加以引導(dǎo)的一種教學(xué)模式。在“問題解決”的教學(xué)模式下，學(xué)生將面臨一系列未經(jīng)歷過的情境，并在這種情境下探究新的方法以解決困難。此教學(xué)模式極大的提高了學(xué)生的自主性和創(chuàng)新性，同時也體現(xiàn)了以學(xué)生為主導(dǎo)的教學(xué)理念。在此模式下，教師采用“問題”或“問題鏈”模式有助于幫助學(xué)生理清文本邏輯，使整篇文章在一條線索的串聯(lián)下展開。在“問題解決”教學(xué)模式下，學(xué)生可以更加自主地思考，隨心所欲地在小組內(nèi)交流，并開展有意義、高效的師生合作，從而形成了“自主設(shè)計---小組討論---教師引導(dǎo)”的課堂模式?！皢栴}解決”模式既符合課程標(biāo)準(zhǔn)的理念，同時也培養(yǎng)了學(xué)生的英語學(xué)科核心能力。以海南省 2020 年高考讀后續(xù)寫試題為例，基于問題解決的英語讀后續(xù)寫教學(xué)流程如下：
1. 提出相關(guān)問題，梳理原文主線
學(xué)生在續(xù)寫前應(yīng)該理解原文，將原文情境與自身經(jīng)歷相結(jié)合，構(gòu)建一個新的情境模型，然后再創(chuàng)建內(nèi)容，以確保續(xù)寫的文章能在內(nèi)容與邏輯方面和原文保持連貫。教師在原文分析中指導(dǎo)學(xué)生從內(nèi)容方面解讀文本邏輯能夠幫助學(xué)生準(zhǔn)確抓住故事線索。教師可以在原文的基礎(chǔ)上提出幾個關(guān)鍵問題，學(xué)生帶著問題去讀文章，在此基礎(chǔ)上，學(xué)生可以根據(jù)自己基于“問題解決”模式探索讀后續(xù)寫教學(xué)策略思考的答案去分析文章，把握文章線索，概括文章大
意，并理解作者的寫作目的。
例如，海南省 2020 年高考讀后續(xù)寫的閱讀語篇講述了在經(jīng)濟(jì)危機(jī)的大環(huán)境下，善良的 Meredith 太太和她的三個孩子想方設(shè)法幫助一個貧困家庭的小男孩的故事。原文故事到這里戛然而止，留出了續(xù)寫的思維空間。根據(jù)布魯姆的認(rèn)知理論，問題鏈的設(shè)計需包含由低階向高階的問題。故我們可以設(shè)計以下問題鏈，讓學(xué)生閱讀文章，尋找答案：
（1）Wh are included in this stry？Where did thestry happen？When did the stry happen？What happened inthisstry？Hw did they want td t slve the prblem？
此舉意在引導(dǎo)學(xué)生有目的地了解文章大意，獲取文章基本信息，盡量保證續(xù)寫文章不會出現(xiàn)細(xì)節(jié)性的錯誤。細(xì)讀環(huán)節(jié)結(jié)束后，就文本結(jié)構(gòu)提問，形成如下問題鏈：
（2）Hw many aspects are included in the stry？What are they？
此舉意在引導(dǎo)學(xué)生進(jìn)一步歸納和整理文本，訓(xùn)練學(xué)生內(nèi)化信息的能力，構(gòu)建語篇框架。
2. 自主設(shè)計問題，列出寫作提綱
語篇連貫體現(xiàn)在兩個方面，其一是關(guān)聯(lián)詞的連貫，其二是內(nèi)容與思維方面的連貫，即上句與下句之間是否邏輯清晰，內(nèi)容合理。要寫好邏輯清晰的文章，不僅要關(guān)注原文語篇，續(xù)寫所給出的首句也十分重要。
例如，2020 年海南省高考讀后續(xù)寫的第一段所給首句為“WhenMrs.Mededithheard f Jhn’s idea,she thught it wasa gd ne,t.”這一句是故事發(fā)展的關(guān)鍵，可從 Mrs.Meredith 同意后孩子們是準(zhǔn)備如何去幫助 Bernard 來展開。在此，我們可以提出兩個關(guān)鍵問題：
（3）Did Mrs.Meredithagree with their idea？What did they d t help Bernard？
第二段所給首句與前文“Bernard can take it arund t the husesandsellit.”呼應(yīng)，可以從 Bernard 賣出爆米花后的所感以及 Mrs.Meredith 的孩子們幫助 Bernard后的感受拓展。故我們可以引導(dǎo)學(xué)生提出問題
（4）Hw isBernard’s new business？What’sthe feeling f Bernard？What’s the feeling f thse children？
學(xué)生可以根據(jù)問題鏈自主設(shè)計自己的寫作提綱，剖析作者的寫作思路，形成結(jié)構(gòu)框架。問題鏈的設(shè)計使學(xué)生的邏輯層層遞進(jìn)，從而使續(xù)寫文章的結(jié)構(gòu)緊湊，上下連貫。
3. 合作解決問題，展示任務(wù)成果
建構(gòu)主義理論認(rèn)為，知識不僅是個體在與物理環(huán)境的交互中建構(gòu)起來的，而且社會性的交互 ( 協(xié)作 ) 更加重要。我們可以引導(dǎo)組內(nèi)學(xué)生再次圍繞文本內(nèi)容提出一系列有關(guān)經(jīng)驗(yàn)性，評價性的問題，引發(fā)學(xué)生繼續(xù)思考，對于存在分歧的地方再次討論，最終每個小組呈現(xiàn)出一篇完整的構(gòu)思提綱，使文本理解在這一步繼續(xù)深入。本環(huán)節(jié)是對課堂學(xué)習(xí)成果的潛移與檢測，以問題化的框架解決一個新的問題，同時升華主題，激發(fā)學(xué)生的情感態(tài)度價值觀。
4. 總結(jié)歸納所得，確保續(xù)寫成文
梳理歸納出本節(jié)課未解決的問題以及新出現(xiàn)的問題，學(xué)生嘗試在續(xù)寫的過程中自己思考，不斷提出具有創(chuàng)造性、批判性的問題，形成自主解決問題的通路。通過高效合作的課堂不斷完善自己的思考，激活其可持續(xù)性的學(xué)習(xí)行為，提升思維品質(zhì)。在問題鏈的引導(dǎo)下，學(xué)生的續(xù)寫文章邏輯緊密，文章結(jié)構(gòu)清晰，線索明了，極大的促進(jìn)了學(xué)生思維邏輯的發(fā)展。
實(shí)踐強(qiáng)化
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1.（2022·湖南岳陽·三模）閱讀下面材料, 根據(jù)所給情節(jié)進(jìn)行續(xù)寫, 使之構(gòu)成一篇完整的短文。
Jennie Grant lay n a ct (小床) near the windw. She had been lying in that same place fr many weeks. One f her legs was shrter than the ther, and the dctr had fastened a heavy weight t it in rder t make it grw. But she must be still all the time.
Every mrning befre her father went t wrk, he mved her ct clse t the windw s she culd lk ut. There was nt much t see, fr the buildings were high. But she lved t watch the swallws against the sky, and there was a flck f dves that ften alighted (飛落) n the rf acrss the way. Still she became very tired with nthing t d and n ne t play with.
One day Mrs. Brightly came t see if she culd help her. On the way hme, she was busy thinking abut Jennie. Suddenly she said t herself, “I knw what I’ll d. There are my tw little sisters wh have plenty f mney and hardly ever think f anyne but themselves, and there are sme ther little neighbrs. We will have a little ‘Sunshine Band’ and make her happy, and the children will enjy ding smething fr smene wh needs help. They will find that ‘it is mre blessed t give than t receive.’ ”
She wrte ntes t the girls, asking them t cme t her huse Mnday afternn. Then she tld them the plan. They decided t fill a pretty basket t stand by Jennie’s bed, and tk it t her n her birthday. Everything was t be put in packages, s her pleasure wuld last a lng time, and everything was t be smething fr Jennie t d. Week after week they met and wrked n the articles fr the basket. They enjyed it s much that they culd hardly wait fr Jennie’s birthday t cme.
注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2.續(xù)寫部分分為兩段，每段的開頭語已為你寫好。
Paragraph 1:
One bright mrning when Jennie pened her eyes, she remembered it was her birthday.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
The girls enjyed their giving s much that they decided t be “Sunshiners” all the year rund and asked Jennie t jin.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
One bright mrning when Jennie pened her eyes, she remembered it was her birthday. The first thing she saw was a big basket beside her bed, and n tp a label that said, “Reach in and take ut a package when yu dn’t knw what else t d. Frm ‘The Sunshiners’ ” She put her hand under the cver f the basket and felt the bundles. It was the little bx that held the dll. Jennie had a delightful time cutting ut patterns and making clthes fr the dll. She did nt pen any mre f her bundles fr a day r tw, fr she wanted t make them last.
The girls enjyed their giving s much that they decided t be “Sunshiners” all the year rund and asked Jennie t jin. She culd quickly think f nice things t d. Mnths later, when the weight was taken ff her ft and she was able t walk, she was always helping thse in truble and give them jy, as every true “Sunshiner” shuld. The girls als fund the changes n their wn as they were mre ptimistic in face f adversity. Althugh receiving much praise, they thught they just became the persn they culd be.
【寫作解析】本文以人物為線索展開。講述的是為了讓腿生長的珍妮格蘭特，在腿上綁著重物，躺在帆布床上，她的父親上班之前，會把她的床移到靠近窗戶的地方，讓她可以看見外面，布萊特太太想出方法幫助珍妮，她和其他一些小鄰居為珍妮的生日準(zhǔn)備一個漂亮的籃子，她們迫不及待地想要珍妮的生日到來給她送禮物。之后她們邀請珍妮加入她們的“陽光者”，去做一些力所能及的事情幫助別人。
1.段落續(xù)寫
由第一段首句內(nèi)容“一個晴朗的早晨，珍妮睜開眼睛，想起今天是她的生日?！笨芍?，第一段描寫在珍妮生日到來這天，收到了布萊特太太和其他小鄰居給她準(zhǔn)備的禮物，一個大籃子，珍妮收到禮物后非常高興。
由第二段首句內(nèi)容“女孩們很喜歡她們的付出，她們決定全年都做“陽光者”，并邀請珍妮加入?！笨芍?，女孩們覺得為別人付出是很快樂的，并且邀請珍妮加入，一起做陽光者，所以本段描寫邀請珍妮加入之后她們接下來所做的事情，以及帶來的快樂和感悟。
2.續(xù)寫線索：珍妮躺臥在家——布萊特太太想幫助她——想出主意——實(shí)施計劃——收到禮物——邀請珍妮加入“陽光者”——感悟。
3.詞匯激活
行為類：①決定：decide/determine；②帶來：take/bring；③想到：think f/cme up with
情緒類：①高興：delightful/cheerful/jyful；②積極：ptimistic/psitive
【典型句式】
【句型1】It was the little bx that held the dll. (使用It was…that的強(qiáng)調(diào)句式)
【句型2】She did nt pen any mre f her bundles fr a day r tw, fr she wanted t make them last.(使用fr引導(dǎo)原因狀語從句)
【句型3】Althugh receiving much praise, they thught they just became the persn they culd be.(使用althugh引導(dǎo)讓步狀語從句)
2．（2022·湖北省羅田縣第一中學(xué)模擬預(yù)測）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段話，使之構(gòu)成一篇完整的短文。
The e-mail request came in t Ekiben restaurant in Baltimre late n a Thursday afternn in March: tempura brccli(天婦羅花椰菜). The man wh sent the e-mail didn't actually want the fd itself. He was writing n behalf f his mther-in-law, wh adred the dish. He went n t explain that she was nw in the final stages f lung cancer at her hme in Vermnt and that he was hping t get the recipe t make it fr her there.
Steve Chu, ne f the Asian restaurant's c-wners, read the e-mail and quickly replied with an alternative suggestin. "Thanks fr reaching ut." he wrte. "We'd like t meet yu in Vermnt and make it fresh fr yu."
Brandn Jnes, the sn-in-law, was shcked. He e-mailed back, saying, "Yu d knw that this is Vermnt we're talking abut, right?" said Brandn. But Steve respnded, "N prblem. Yu tell us the date, time, and lcatin and we'll be there."
Fr the past six years, every time Brandn's mther-in-law visited Baltimre, the first place she wanted t g was Ekiben s she culd have that brccli. "I really wanted her t have it ne mre time," Brandn said.
"She had always tld us, 'When I'm n my deathbed, I want t have that brccli,'" recalled Brandn's wife. Rina Jnes.
注意：1. 續(xù)寫詞數(shù)應(yīng)為150詞左右；
2. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好。
Paragraph 1:
That Friday after wrk, a day after receiving Brandn's e-mail, Chu and his team were ready t set ff. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
As sn as the dr was pened, the mther recgnized the amazing smell as well as Chu and his cwrkers. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
That Friday after wrk, a day after receiving Brandn’s e-mail, Chu and his team were ready t set ff. They laded his truck with a ht plate and a cler filled with ingredients and then headed fr Vermnt. They stayed vernight in a htel and drve the next day t the apartment where Rina's mther lived. As sn as Chu and his team pulled int the parking lt, they gt t wrk. They pulled dwn the gate f the truck, hked the ht plate t the truck's pwer prt, and started cking and deep-frying. In additin t tempura brccli, they made tfu with peanut sauce and sme steamed rice. After neatly bxing everything up, they kncked n their custmer's dr.
As sn as the dr was pened, the mther recgnized the amazing smell as well as Chu and his cwrkers. She was s happy and tuched that tears welled up in her eyes. She kept saying, "I dn't understand. Yu drve all the way up here t ck fr me? I culdn't believe it!" "It is an hnr t help fulfill yur wishes," Chu said, "there is a lt f gd, psitive energy in ding this." Rina was happy that her mther was able t enjy her belved brccli ne last time. "My mm cried later abut their genersity, and s did I," Rina said, "I'll always carry that psitive
【寫作解析】本文以人物為線索展開，講述了餐廳老板朱和他的團(tuán)隊(duì)收到布蘭登的求助郵件后驅(qū)車前往佛蒙特州為他身患癌癥的岳母制作她最愛吃的天婦羅花椰菜的暖心故事。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“周五下班后，在收到布蘭登的電子郵件一天后，朱和他的團(tuán)隊(duì)準(zhǔn)備出發(fā)。”可知，第一段可描寫朱和他的團(tuán)隊(duì)做好準(zhǔn)備工作后驅(qū)車前往佛蒙特州、找到麗娜母親的住處并為她制作她最愛吃的天婦羅花椰菜以及其他食物。
②由第二段首句內(nèi)容“門一打開，這位母親就聞出了那股神奇的氣味，也認(rèn)出了朱和他的同事們?！笨芍?，第二段可描寫麗娜和母親看到朱和他的同事們的反應(yīng)以及對他們的感謝并決定將這份善意傳遞下去。
2.續(xù)寫線索：做好準(zhǔn)備——找到麗娜母親的住處——制作美食——聞出氣味并認(rèn)出朱——既高興又感動——感謝——決定傳遞善意
3.詞匯激活
行為類：①出發(fā)：set ff/set ut；②前往：head fr/leave fr；③認(rèn)出：recgnize/identify
情緒類：①高興的：happy /delighted；②感動的：tuched /mved
【典型句式】
[句型1]. As sn as Chu and his team pulled int the parking lt, they gt t wrk.（運(yùn)用了as sn as引導(dǎo)的時間狀語從句）
[句型2]. "It is an hnr t help fulfill yur wishes," Chu said,（運(yùn)用了it作形式主語）
3．（2022·遼寧·東北育才學(xué)校二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。續(xù)寫的詞數(shù)應(yīng)為150詞左右
One day when I was 5 years ld, my dad headed fr wrk while my mum drve me t the twn fr shpping. Sn we gt t a supermarket. While my mum was picking up vegetables, I sptted sme attractive apples, which lked big and red and smelt pleasant. All f a sudden I had the desire t eat apples. I begged my mum t buy sme and she agreed.
After getting all the grceries, we went fr a walk in a park in the twn and didn’t return until it was clse t nn. Upn arriving hme, my mum left the bag f apples in the sitting rm and went t prepare the lunch in the kitchen. Right there and then I culd hardly wait t taste the apples, s I tk ne and had a big bite even withut washing it. Hwever, t my disappintment, it wasn’t as sweet as expected. Luckily, when I tried anther, it was satisfying this time. When I was enjying it, my mum called me t give sme apples t ur neighbur. Julie, an ld lady living clse t ur hme.
Julie lived by herself. She was a kind lady and treated me very well. When my parents had n time t lk after me, I wuld g t hers and she wuld help take care f me. And she liked chatting and even playing with me. S when my mum asked me t deliver sme apples t her, I was very glad t d that.
I fund a plastic bag in which t put sme apples. But I hesitated just befre picking them up. “Sme apples are nt that delicius. I shuld send sme gd nes t Grandma Julie.” I thught. But hw culd I tell the sweet nes frm the rest? I wndered because I had n idea hw t find it ut just by their appearance.
Paragraph 1:
Then all at nce, a clever idea hit me.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Returning hme frm Julies hme. I tld my mum what I had dne with the apples.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Then all at nce, a clever idea hit me. I culd distinguish the delicius nes frm the nt s delicius nes by having a bite f each apple. Then I grabbed every apple, had a small bite and divided them int tw bags. N sner had I finished tasting all the apples than I tk the nes tasting gd t Julie’s huse. She thanked me heartfeltly when I handed the apples t her. I culd feel her suspicin when she saw the bitten apples, but she said nthing. Prudly, I went hme.
Returning hme frm Julies hme. I tld my mum what I had dne with the apples. With pride in mind, I heard my mm laughing ludly. Failing t hld back her laughing, she tapped my shulder and said, “My dear, let’s g t Julie’s hme t have an explanatin.” After Mm explained the whle thing t Julie, Julie burst ut laughing as well, praising me at the same time. She understd my behavir and thught highly f my thughtfulness. My mm didn’t blame me, prtecting my naivete as a child. Until nw, I have still felt amused abut my behavir every time I had apples.
【寫作解析】本文為一篇說明文。講述了作者小時候的一次經(jīng)歷。和媽媽去逛街回來，買了一兜蘋果，媽媽讓我給鄰居送去，我為了給鄰居送更甜的蘋果，我將每個蘋果都嘗了一口。這次經(jīng)歷讓我到現(xiàn)在都覺得好笑。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“立刻，我就想到了一個好主意”可知，本段可以寫“我”為了區(qū)分蘋果味道的好壞，將每個蘋果都嘗了一口，然后將嘗起來比較甜的蘋果給鄰居Julie送了過去。
②由第二段首句內(nèi)容“我一從Julie家回來，就將我如何區(qū)分蘋果的方法告訴了媽媽?！笨芍径慰梢詫憢寢屄牭轿业姆椒ê?，忍不住大笑起來，然后媽媽帶著我去Julie家解釋。媽媽為了保持我的純真，并沒有責(zé)備我，但是我直到現(xiàn)在，一吃蘋果，就會想到小時候那次有趣的經(jīng)歷。
2.續(xù)寫線索：想到好主意——將每個蘋果咬一口，嘗味道——將更甜的蘋果給Julie送去——告訴媽媽我的方法——媽媽帶我去解釋——至今想起來還覺得好笑
3.詞匯積累：
行為類：（1）區(qū)分：distinguish→tell apart；（2）控制：hld back→cntrl/cntain；（3）責(zé)備：blame→reprve
情緒類：（1）由衷地：heartfeltly→frm the bttm f heart；（2）體貼：thughtfulness→cnsideratin；
（3）笑的：amused→cmical/ridiculus
【典型句式】
【句型1】Failing t hld back her laughing, she tapped my shulder and said, “My dear, let’s g t Julie’s hme t have an explanatin. (運(yùn)用了現(xiàn)在分詞作狀語)
【句型2】N sner had I finished tasting all the apples than I tk the nes tasting gd t Julie’s huse. (運(yùn)用了部分倒裝)

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