第九章 读后续写知行合一.docVIP

读后续写 知行合一 【摘 要】 读是写之始，写是读之成。本文以一个故事类文本为实例，以潜心解读文本为知的立足点，用心阐释内涵为知的生长点，研心建构框架为行的支撑点，匠心融合行文为行的契合点这四个层面来认知和探索读后续写。 【关键词】 读后续写；知行合一；阅读素养；内容；语言；思维 引言 “知行合一”是明代著名心学的集大成者王守仁提出的一个关于道德意识的自觉性与实践性关系的说法。“知”是良知，“行”是对良知的实践以及对道德的体会和实践。虽然笔者理解的“知行合一”已与道德丝毫挂不上边儿，但王阳明先生对此诠释的其中一层含义 “知是行之始，行是知之成”却帮助笔者思辨性地看待“读后续写”这个浙江英语高考写作新题型。 读后续写，顾名思义，读上文，写下文。上文用于阅读输入信息，信息经过大脑思维转换过滤沉淀后，读懂意思，品出味道；在此基础上，发散思维，谋篇布局，遣词造句，使上下行文连贯，相契合一。 读后续写的概述 2015年8月教育部考试中心颁布的《考试说明》该部分的规定：提供一段350词以内的语言材料，要求学生依据该材料内容、所给段落开头语和所标示关键词进行续写（150词左右），将其发展成为一篇与给定材料有逻辑衔接、情节和结构完整的短文。 早在2012年王初明在外语界发表的“读后续写——提高外语学习效率的一种有效方法”一文中就认为读后续写大致有以下优点：（1）释放想象力，培养创新思维能力；（2）理解与产出紧密结合；（3）与阅读材料及其作者互动；（4）创造性地模仿和使用语言等。这恰充分说明读后续写考查学生的英语阅读素养，即运用合适的阅读策略解读文本内容、发展思维能力、提升语言水平的素养（葛炳芳，2015:13）。 然而不是所有体裁的阅读材料都可以用来读后续写，一般多以记叙文故事类文章为主，故事情节有延伸性，可以给学生留下足够的想象力，但又不能随心所欲，要在引导语和提示语的帮助下顺藤摸瓜，并适当地发散思维，创造思维。机缘巧合，笔者从同事手中得到了这样一篇故意掐掉结尾的文章（原文如下），恰好符合读后续写的特点，故决定撇开引导语和限定词的束缚，并努力让自己降位阅读，以学生的视角，依托知行合一理念来认知和探索读后续写。 Seventy-three-year-old George selected his food more carefully than NASA chose its candidates for the space shuttle. Skim milk was $2.99, on sale from $3.49; white bread, 89 cents with a 10-cent discount; table salt, 99 cents, 20 cents off the regular price. Leaving the cashier, he estimated that he had saved 80 cents today. At the exit, the chilly wind reminded him of his gloves. Now where are they? Not in the coat pockets. Not in the pants pockets. Not in the grocery bag either. He was sure he was wearing them when he entered the store. He clearly remembered thrusting them into the pocket of his coat. The worried man made a second thorough search of all his pockets, again including the grocery bag. Now he was sure they must have been dropped somewhere inside the store. Old George had bought the black gloves at a 25% discount, for just $35.00, ten years ago. They were genuine lamb skin, soft and warm and very durable. His impulsive decision to buy the expensive gloves turned out to be a good one, which even promoted his social status on the bus. He had taken car