从花饰到意蕴：深度阅读教学下的文化理解与意义建构——以马瑾辰老师《More than Flowers in the Hair》一课为例

From Floral Decoration to Cultural Implication: Cultural Understanding and Meaning Construction in Deep Reading Instruction—A Case Study of Ma Jinchen’s Lesson More than Flowers in the Hair

摘要: 深度阅读教学强调学习者对文本意义的多层次建构，而非停留于信息提取层面。本文以杭州某中学马瑾辰老师执教的《More than Flowers in the Hair》一课为例，通过对课前–课后问卷的对比分析及学生反思文本的质性编码，探讨如何在英语阅读教学中实现从文化现象到价值理解的认知跃升。研究表明：该课例通过递进式问题链、情感参与引导和文化对比任务，有效促成学生对泉州簪花“非仅为装饰，而是生活韧性象征”的深层理解，学生文化理解得分均值由课前3.12提升至课后4.36 (5分量表)。马老师的教学实践揭示了深度阅读教学的关键路径：从事实到象征、从认知到共情、从输入到意义输出。该课例为英语学科落实文化意识与思维品质培养提供了可操作的参考范式。

Abstract: Deep reading instruction emphasizes learners’ multi-layered construction of textual meaning rather than remaining at the level of information retrieval. Taking the lesson More than Flowers in the Hair taught by Ma Jinchen, a teacher from a middle school in Hangzhou, as an example, and through comparative analysis of pre- and post-lesson questionnaires and qualitative coding of students’ reflective texts, this paper explores how to facilitate a cognitive shift from cultural phenomenon to value understanding in English reading instruction. The study finds that the lesson effectively enables students to develop a deeper understanding that the flower headdresses of Quanzhou are “not merely decorative, but a symbol of life’s resilience”, with students’ mean score of cultural understanding rising from 3.12 to 4.36 on a 5-point scale. Ma’s teaching practice reveals key pathways for deep reading instruction: moving from fact to symbol, from cognition to empathy, and from input to meaning-making output. This case study provides an operationalizable reference model for fostering cultural awareness and thinking quality in English language teaching.