广西教育科学‘十四五’规划2022年度专项课题《小学英语教学中通过故事教学培养学生核心素养的实践研究》（2022ZJY1179）

一、基于主题意义探究的文本解读

   文本深度解读是教学活动设计与实施的首要步骤。当教师能够深入挖掘文本的内涵，课堂教学也将展现出更高的层次和深度。在进行文本解读时，教师应从多个角度进行深入剖析。这包括文本的核心主题、具体内容、结构安排、独特的语言风格以及作者想要表达的观点。通过对这些方面的全面解读，教师可以更全面地理解绘本故事，从而为教学活动的设计与实施提供有力支持。在深入解读文本时，我们常常关注三个核心维度。

(一)对语篇主题和内容的解读

悠游素养系列绘本故事第4级 The best insect为例主题是谈论"最棒的昆虫",其主题语境是"谈论三只小昆虫的本领"。语篇通过Four scenes个文段介绍了自己几只昆虫的本领，讨论谁是最棒的昆虫Who is the best?而展开。

二、基于主题意义探究的阅读活动

(一)巧用游戏,确定主题

基于主题意义引领的小学英语阅读课读前活动设计,教师要充分挖掘本课主题所承载的内涵信息,通过歌谣、谜语等形式创设与主题意义相关联的语境,在文本信息与学生的已知经验之间建立起联系,从而激活学生的阅读兴趣,实现对语篇主题的初步解读。

故事绘本案例：

1. Lead-in

T: Hi, boys and girls. Everyone is good at something. For example, some people can run fast and some people play the piano very well. I’m good at telling stories! What about you, what can you do best?（学生回答）Good.  you are good at playing football, and some dance very well. All of you are wonderful. Today I will tell you a story about three insects. They are good at different things. What are they good at? Let’s find out the answer in the story

2. Pre-reading

1) 教师利用封面图片引导学生猜测故事主要内容

 Now, look here. What can you see in the picture? （学生回答）Yes, we can see three little insects.  They all have six legs, so they are insects. What can they do?

2)（教师展示 insect 的单词卡，并领读）Insect. They are on a large yellow flower. What are they doing?（学生猜测）It seems that they are talking about something. What are they talking about?（学生猜测）Let’s read the story together.

教师介绍本书的书名: The title of the story is The Best Insect.（教师展示 best 的单词卡，并领读）Best. So perhaps these three insects are talking about who is the best insect. Let’s find out the answer in the story.

3. 【设计意图】Pre-reading部分，初步读懂三只小昆虫

4. While-reading

1) Now let’s look at pages 2 .

T:  Who can you see?（学生回答）Yes. We can see the three insects again. What are they doing?（学生回答）The insects want to find the best insect. “Who is the best?” they ask. Boys and girls, who do you think is the best insect? Why?（学生回答）Well, different people have different ideas. Can you guess what they will do next?（学生猜测）

2) Now let’s look at pages 4 and 5.（教师指着蚱蜢）Who is showing himself first?（学生回答）Yes, he is the grasshopper.（教师展示 grasshopper 的单词卡，并领读）Grasshopper. What is the grasshopper doing? Is he flying?（学生回答）No, the grasshopper is jumping. Look, he is jumping high and far. The grasshopper is very good at jumping. He is so proud. What does he say?（学生回答）“I’m the best insect,” says the grasshopper. “Watch me jump!” What do the other two insects think?（学生猜测）Let’s read on.

3)Now let’s look at pages 6 and 7.（教师指着蜻蜓）Who is showing this time?（学生回答）Yes, he is the dragonfly.（教师展示 dragonfly 的单词卡，并领读）Dragonfly. What is the dragonfly doing? Is he jumping too?（学生回答）No, the dragonfly is flying among the flowers. Look, he is flying fast and steady. The dragonfly is very good at flying. He is so proud. What does he say?（学生回答）“No, I am the best insect,” says the dragonfly. “Watch me fly!” What do the other two insects think?（学生猜测）Let’s read on.

三、结语

作为课程的核心，教师应围绕该主题进行深度探究，确保学生在真实语境中全面理解文本。通过一系列层次丰富、关联紧密、实践性强且综合全面的学习活动，引导学生挖掘并构建文本背后的深层意义。这样的教学不仅能提升学生的语言运用能力，更能培养其英语学科核心素养，实现知识的内化与拓展。

参考文献：

[1]程晓堂.英语教师课堂话语分析[M].上海：上海外语教育出版社，2009.

[2]葛炳芳.英语阅读教学的综合视野：理论與实践[M].杭州：浙江大学出版社，2015.

[3]沈国锋.主题意义探究理念下小学英语阅读教学的实践与思考[J].江苏教育，2021，（26）：7～11.