选择良好阅读材料 教书育人两不误
本文作者： 文/福建省闽侯第一中学王婷
《普通高级中学英语课程标准（实验稿）》指出，基础教育阶段英语课程的任务之一是帮助学生了解中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。教师应在教学中不断激发并强化学生的学习兴趣，引导他们逐渐将兴趣转化为稳定的学习动机，树立自信心，锻炼克服困难的意志，养成健康向上的品格。 在英语学习中，阅读是一项重要的学习任务，涉及教与学的双边关系。学生的主观努力和客观条件固然是决定阅读成绩优劣的重要因素，但没有教师的正确引导，再努力的学生也很难取得阅读学习的成功。教师不仅要向学生传授语言知识，还要通过有步骤、有顺序地操练指导学生掌握正确的阅读方法和技巧，挖掘学生潜力，使学生顺利完成阅读任务，迅速提高阅读能力。好的阅读材料还能使学生认识到英语学习的意义和价值，体验英语学习的乐趣，树立学好英语的自信心。在此基础上，如果教师能更深入地挖掘阅读材料，还能使学生在情感上得到升华。因此，在阅读教学中，阅读材料的选择极其重要。 首先，阅读材料要有趣味性，选择学生感兴趣的或与他们的学习、生活相关的内容，如体育、电影、时尚健康类，否则，无法调动学生的积极性，教学效果不理想，德育教育很难进行。其次，选材要有时代性，要紧跟形势，体现时代特征。教师应多关注社会热点话题，如建设和谐社会、环境保护、北京奥运等，让学生有一种贴近现实生活的感觉，从而使他们产生共鸣，兴趣盎然地完成学习任务。 同时，教师在教学活动中应通过自身的思想、情感和观点改变学生的认识和情感，产生新的认识和情感，从而达到教书育人的目的。 例如下面这篇文章“The power of love”，笔者在教学过程中与学生一起挖掘文章的内涵和思想内容，开展创造性的思维活动，取得了很好的效果。 Years ago, my father suffered a disease and had to give up his job. But he wanted to do something to keep himself busy, so he became a volunteer at a children’s hospital, where most patients had little hope of life. He would talk and play with them. Sometimes, one or two kids would die. At this time he would tell the heart-broken parents of the children that he would soon be with their children in heaven (He felt he couldn’t live longer.) and that he would look after them there. He would also ask the parents if there was a message they would like him to take for their children. There was a girl with a disease that paralyzed her from the neck down. I don’t know the name of the disease or what the condition usually is, but I do know it was very bad for a child. She couldn’t do anything. My dad decided to help her with his true love. He started visiting her, bringing paints, brushes and paper. He stood the paper down against a backing and put the paintbrush in his mouth to paint. He didn’t use his hands. He would visit her whenever he could and paint for her. All the while he would tell her, “You can do anything once you make up your mind to do it.” Finally, she began to paint using her mouth too, and they became friends. At one time, my dad had to leave the children’s hospital because of his illness. After my dad recovered and returned to work, he was asked to work at the volunteer counter in the hospital. One day, he noticed the front door open. In came the little girl who had been paralyzed. She was walking! She hugged my dad tightly and gave him a picture she had done using her hands. At the bottom it read: “Thank you for helping me walk again. ” After that my father often said love is more powerful than doctors. 这是一篇完型填空，当校对完答案、分析完难句、解释完学生的不解之处后，教师是否还应该拓展点什么呢？文章中的父亲患了重病，认为自己将不久于人世，但在他生命的最后时光里却选择了做一名儿童医院的志愿者，与那些身患绝症的儿童谈心、玩耍。一名瘫痪的女孩在他充满爱的关照下，居然能走路了，还学会了画画，这是何等伟大的爱的力量！笔者在课堂上通过提问的方式对学生进行了爱心教育。 T:What do you think of the father? S:He is kind/great. T: If you had such a father, would you be proud of him? S: Of course. T: What should we learn from him? S: Love. 人们常常感叹现实社会的人情世故、世态炎凉，年轻人的冷漠自私、麻木不仁。作为一名教师，不仅要传授知识，也要善于开阔孩子们的心胸，用善于发现美的眼睛去看社会。现实生活中的很多事情都能培养孩子们的奉献精神，哪怕是汽车上的让座、随手捡起一张废纸这些小事，都会潜移默化地影响学生。人应当学会奉献，社会也需要奉献精神。在对学生进行道德教育的时候，简单的说教不能收到最好的效果，要教会学生去观察生活，观察周围的一切，还要用心去感受，使学生们养成奉献的习惯，这样才能成为一个善良、热情的人，才能彻底摒弃冷漠麻木、自私自利的行为。假如我们大家都能拥有诚挚的爱心，善待他人，以奉献为乐，社会生活就会真正和谐起来。通过阅读材料，学生们不仅学到了知识，更在精神层面上有了提高，笔者认为，这才充分发挥了文章的价值，圆满完成了教学任务。 教材是一种载体，它体现着人的思想认识、道德情感，蕴含着人的价值取向。而只有当阅读主体（即学生）对这种隐藏的生命意义有所体验和触动时，文本的生命意义才能得以显现，因此，在阅读教学中，教师应当充分挖掘教材中的教育因素，让学生用心去读、去观察、去发现，从而在情感上受到陶冶，在精神上得到升华。 总之，在英语教学过程中，对学生进行爱国主义、集体主义、社会主义和世界观、人生观、价值观以及科学精神、科学方法、科学态度等方面的教育，对于加强学生的思想品德教育是非常有益的，这需要教师和学生的共同努力。 |  |
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