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1、阅读问题的层次性设计在刚刚结束的全国高中展示课上，江苏省的课例受到广泛好评，获得第一名，其教学内容What is life? 也得到广泛关注。为此，我们找到未删节的原文，特请大家结合我们这两周关于阅读问题的讨论，进行阅读问题设计。The RoseThe first day of school our professor introduced himself and challenged us to get to know someone we didnt already know. I stood up to look around when a gentle hand touched my
2、shoulder. I turned around to find a wrinkled, little old lady beaming up at me with a smile that lit up her entire being. She said, Hi handsome. My name is Rose. Im eighty-seven years old. Can I give you a hug? I laughed and enthusiastically responded, Of course you may! and she gave me a giant sque
3、eze. Why are you in college at such a young, innocent age? I asked. She jokingly replied, Im here to meet a rich husband, get married, and have a couple of kids. No seriously, I a sked. I was curious w hat may have motivated her to be taking on this challenge at her age. I always dreamed of having a
4、 college education and now Im getting one! she told me. After class we walked to the student union building and shared a chocolate milkshake. We became instant friends. Every day for the next three months we would leave class together and talk nonstop. I was always mesmerized listening to this time
5、machine as she shared her wisdom and experience with me. Over the course of the year, Rose became a campus icon and she easily made friends wherever she went. She loved to dress up and she reveled in the attention bestowed upon her from the other students. She was living it up. At the end of the sem
6、ester we invited Rose to speak at our football banquet. Ill never forget what she taught us. She was introduced and stepped up to the podium. As she began to deliver her prepared speech, she dropped her three by five cards on the floor. Frustrated and a little embarrassed she leaned into the microph
7、one and simply said, Im sorry Im so jittery. I gave up beer for Lent and this whiskey is killing me! Ill never get my speech back in order so let me just tell you what I know. As we laughed she cleared her throat and began, We do not stop playing because we are old; we grow old because we stop playi
8、ng. There are only four secrets to staying young, being happy, and achieving success. You have to laugh and find humor every day. Youve got to have a dream. When you lose your dreams, you die. We have so many people walking around who are dead and dont even know it! There is a huge difference betwee
9、n growing older and growing up. If you are nineteen years old and lie in bed for one full year and dont do one productive thing, you will turn twenty years old. If I am eighty-seven years old and stay in bed for a year and never do anything I will turn eighty-eight.Anybody can grow older. That doesn
10、t take any talent or ability. The idea is to grow up by always finding opportunity in change. Have no regrets. The elderly usually dont have regrets for what we did, but rather for things we did not do. The only people who fear death are those with regrets.She concluded her speech by courageously si
11、nging The Rose. She challenged each of us to study the lyrics and live them out in our daily lives. At the years end Rose finished the college degree she had begun all those years ago. One week after graduation Rose died peacefully in her sleep. Over two thousand college students attended her funera
12、l in tribute to the wonderful woman who taught by example that its never too late to be all you can possibly be.When you finish reading this, please send this peaceful word of advice to your friends and family, theyll really enjoy it! These words have been passed along in loving memory of ROSE. REME
13、MBER, GROWING OLDER IS MANDATORY. GROWING UP IS OPTIONAL. We make a Living by what we get. We make a Life by what we give. God promises a safe landing, not a calm passage. If God brings you to it, He will bring you through it. From Chicken Soup of the Soul原文中提到的The Rose那首歌的歌词与演唱，限于篇幅此处不呈现。今日小结今天我们分享
14、的有宁夏王东君老师的设计、天津邵环老师和员文婷老师的设计、安徽阮兴武老师和李伦军老师的设计。限于篇幅，此处我们只能分享员老师、阮老师、李老师的设计。先就阅读问题的层次性做一简要说明。 在英语课程中，我们引导学生阅读时，总要提出各自问题，而问题的层次性直接关系到阅读的质量。对问题的层次性的探讨很多，我们认为，较为便于使用的，是布鲁姆的目标层次，即：知晓、理解、运用、分析、综合与评价。知晓层面的问题，我们可以用提What is ? Where is ? Which one ?这类问题，其功能，主要目的在于引导学生在阅读中发现语句、语词层面、以及语篇层面的具体信息、事实。理解层面的问题，主要引导学生
15、对事实与观点进行准确理解，我们可以提问How would you compare ? Which is the best answer ? How would you classify the type of ?等。运用层面的问题，是引导学生将阅读所获得信息等在不同环境与条件下加以运用，如How would you use .? What would result if ? What other way would you plan to ?等。分析层面的问题引导学生分析所阅读文本，问题可以是Why do you think ? What inference can you make ? What is the relationship between ?综合层面的问题引导学生综合文本中所获得信息，得出新的结论，问题可以是What ways could.? Why do you think ? Imagine 等。评价层面的问题引导学生对文本信息、借助文本信息对某些观点进行评价，问题可以是Do you agree/disagree ? Why do you think ? Decide if 等。当然，我们不是说必须按照六层次提问，也不是说必须包括六层次的问题，而是建议借助六层次帮助我们思考：我们设计的问题的层次性是否足够丰富。安徽省合肥十一中李伦军老师的设计我个人觉得Blo
