思维品质与文化意识培育视角下高中英语读写课例分析

Case Analysis of Senior High School English Reading for Writing Lesson from the Perspective of Cultivating Thinking Quality and Cultural Awareness

摘要: 新课标将思维品质、文化意识列为高中英语核心素养，读写一体化是落实素养培育的关键路径，但当前读写课堂普遍偏重语言训练，对高阶思维、文化意识培养明显不足。本研究选取两节全国高中英语读写观摩课，以课标、夏谷鸣四层思维框架、梅德明四层文化指标为依据，以韩礼德系统功能语言观为指导，从教学目标、读前、读中、写前、写中、写后全流程展开对比剖析，为素养导向的高中英语读写教学提供实操参考。

Abstract: According to General Senior High School English New Curriculum Standards, thinking quality and cultural awareness were considered two core competencies of senior high school English, and reading-writing integration was the key way to achieve those two competencies. However, current reading-for-writing classes generally place too much emphasis on language practice and pay markedly insufficient attention to cultivating higher-order thinking and cultural awareness. This study selected two national senior high school English reading-for-writing observation lessons. Based on the General Senior High School English Curriculum Standards, Xia Guming’s four-tier thinking framework and Mei Deming’s four-tier cultural indicators, and guided by Halliday’s systemic functional view of language, this paper conducts a comparative analysis covering the whole teaching process including teaching objectives, pre-reading activities, while-reading activities, pre-writing activities, while-writing activities and post-writing activities, so as to provide practical operational references for competency-oriented reading for writing teaching in senior high schools.