從設(shè)問看認(rèn)知活動(dòng)層次義高考英語一輪復(fù)習(xí)

從設(shè)問看認(rèn)知活動(dòng)層次試卷中的閱讀理解題是考察學(xué)生閱讀并理解語篇的能力。為了檢測(cè)學(xué)生的理解能力和對(duì)語篇的理解程度，后面以選擇題的方式進(jìn)行評(píng)價(jià)，所設(shè)計(jì)的問題代表著不同的理解程度，對(duì)學(xué)生有著不同的知識(shí)和認(rèn)知要求，需要不同認(rèn)知活動(dòng)的參與。下面我以2021年浙江卷中閱讀理解語篇為例進(jìn)行剖析。一、細(xì)節(jié)理解21.WhydidNielsenwanttobeanactor?22.WhatdoweknowaboutNielseninthesecondhalfofhiscareer?24.Whatistheproblemwiththeauthor’schildren?25.HowdidDavidBondadvocatehisidea?29.Whatcanwelearnaboutthestudyfromparagraph2?細(xì)節(jié)理解題考察的是對(duì)文章中具體信息理解，通常是表層信息的提取，正確選項(xiàng)和文中具體信息往往是近義的表達(dá)方式。所以對(duì)學(xué)生的知識(shí)和認(rèn)知的要求處在較低的層級(jí)，在知識(shí)上，詞匯的意思是事實(shí)性知識(shí)。在認(rèn)知上，學(xué)生只需回憶起相關(guān)詞匯的意思。也就是說學(xué)生只要知道詞匯的意思，基本上就能解答這類問題。比如24題，選項(xiàng)

D.Theystayinfrontofscreensfortoolong.和材料中的信息句

However,whatmychildrenwanttodoafterschoolispickupascreen—anyscreen—andstareatitforhours.

之間就是近義的表達(dá)方式。二、推理判斷23.WhatdoesNielsen’scareerstorytellus?推理判斷題考察的對(duì)文章中一些隱含的意義，比如作者的態(tài)度，價(jià)值觀，想要傳遞的信息。學(xué)生不僅要理解好相關(guān)的信息句，還要基于理解合理的推斷其背后的隱含義，這種推斷是建立在學(xué)生知道，理解相關(guān)信息的基礎(chǔ)之上。比如23題，正確選項(xiàng)D.Wherethere’sawillthere’saway.和材料中的信息句Eventhoughheoftenfelthewouldbediscoveredtobeanotalent,hemovedforward,...

Heneverstoppedworking,neverretired...Heshowedusthatevenasingledesire,nevergivenupon,canmakeforaremarkablelife.只有準(zhǔn)確解釋以上信息句，并合理推測(cè)才得出“有志者，事竟成”的選項(xiàng)。三、詞義猜測(cè)26.Whichofthefollowingcanreplacetheunderlinedword“charts”inparagraph2?詞義猜測(cè)題考察在具體語境中目標(biāo)詞的含義，所涉及的認(rèn)知活動(dòng)和推理判斷類似，準(zhǔn)確理解相關(guān)語境的基礎(chǔ)上作出推測(cè)。比如：26題，正確選項(xiàng)A，record的得出，在于對(duì)信息句

Theresultwas

ProjectWildThing,afilmwhich

charts

thebirthoftheWildNetwork，

agroupoforganisationswiththemongoalofgettingchildrenoutintonature.的準(zhǔn)確理解。四、主旨大意27.Whatcanbeasuitabletitleforthetext?28.Thenewstudyfocusedonwhetherdogscan______.30.Whatisthelastparagraphmainlyabout?主旨大意題涉及到的認(rèn)知活動(dòng)是更高層次的分析，是建立在知道，理解，應(yīng)用的基礎(chǔ)之上。例如，27題要通過分析全文，抓住文章中提到的問題：孩子暴露在屏幕上的時(shí)間太長。解決方案：電影導(dǎo)演通過拍攝紀(jì)錄片，倡導(dǎo)孩子們走向戶外，擁抱自然。這個(gè)篇章結(jié)構(gòu)就是典型的說明文中的“問題解決”型的文章。也就是通過分析文本的篇章結(jié)構(gòu)，來得出語篇的標(biāo)題。28題也是通過對(duì)語篇結(jié)構(gòu)的分析，語篇是屬于研究類的語篇，研究結(jié)論就是語篇的中心思想。30題問的是段落大意，學(xué)生要分析段落內(nèi)部句間關(guān)系得出大意。段落內(nèi)部的句間關(guān)系有因果關(guān)系，對(duì)比關(guān)系等等，這些都屬于分析的范疇。綜上，可以看出，在閱讀理解的語篇的設(shè)問中，我們看到學(xué)生要參與的認(rèn)知活動(dòng)主要有回憶，理解，應(yīng)用，分析。這里的應(yīng)用主要指的是學(xué)生閱讀理解方法技巧的應(yīng)用，比如skimming,scanning的應(yīng)用。而更高層級(jí)的評(píng)價(jià)和創(chuàng)新則在閱讀理解試題中難以體現(xiàn)。評(píng)價(jià)是要在前四個(gè)認(rèn)知層次的基礎(chǔ)上對(duì)語篇內(nèi)容發(fā)表自己的看法，見解，甚至是批判，這種開放性的認(rèn)知活動(dòng)在試卷講評(píng)中難以體現(xiàn)，但在平時(shí)的針對(duì)閱讀的課堂教學(xué)中卻是可以開展，只是這種認(rèn)知活動(dòng)的開展可能只能針對(duì)少部分有較高認(rèn)知水平的學(xué)生進(jìn)行。大多數(shù)的學(xué)生到不了這個(gè)層次。創(chuàng)新在試卷講評(píng)中更多的體現(xiàn)在續(xù)寫上，我們的學(xué)生要在充分理解語篇的前面部分的情節(jié)，矛盾沖突，語言特點(diǎn)等之后，才能創(chuàng)造性地給故事以結(jié)局，和對(duì)主題意義進(jìn)行揭示。根據(jù)認(rèn)知的六個(gè)不同的層次，結(jié)合學(xué)情，我們可以設(shè)計(jì)有層次感的教學(xué)目標(biāo)，比如面對(duì)基礎(chǔ)薄弱的班級(jí)我們?cè)O(shè)計(jì)認(rèn)知層次要求低一點(diǎn)的教學(xué)目標(biāo)：第一層次的教學(xué)目標(biāo)以記憶為主，第二層次的教學(xué)目標(biāo)以理解為主，第三層級(jí)的教學(xué)目標(biāo)以應(yīng)用為主。我們根據(jù)這些目標(biāo)設(shè)計(jì)相應(yīng)的教學(xué)活動(dòng)即可。比如記憶類的活動(dòng)，讓學(xué)生在紙上回憶出與主題相關(guān)的一些事實(shí)性的知識(shí)；理解類的活動(dòng)，讓學(xué)生用自己的話來解釋對(duì)主題的理解；應(yīng)用類的活動(dòng)，讓學(xué)生把理解的內(nèi)容運(yùn)用到新的情境之中，解答新情境中的問題。面對(duì)基礎(chǔ)較好的班級(jí)我們?cè)O(shè)計(jì)認(rèn)知層次要求高一點(diǎn)的教學(xué)目標(biāo)：第一層次的目標(biāo)可以是記憶和理解；第二層級(jí)的教學(xué)目標(biāo)可以是應(yīng)用和分析；第三層次的教學(xué)目標(biāo)可以是評(píng)價(jià)和創(chuàng)新。然后我們?cè)俑鶕?jù)目標(biāo)設(shè)計(jì)相應(yīng)的教學(xué)活動(dòng)。附閱讀語篇ALeslieNielsen’schildhoodwasadifficultone,buthehadoneparticularshiningstarinhislife—hisuncle,whowasawellknownactor.TheadmirationandrespecthisuncleearnedinspiredNielsentomakeacareer(職業(yè))

inacting.

Eventhoughheoftenfelthewouldbediscoveredtobeanotalent,hemovedforward,gainingascholarshiptotheNeighborhoodPlayhouseandmakinghisfirsttelevisionappearanceafewyearslaterin1948.However,beingafulltime,successfulactorwouldstillbeanuphillbattleforanothereightyearsuntilhelandedanumberoffilmrolesthatfinallygothimnoticed.Buteventhen,whathehadwasn’tquitewhathewanted.Nielsenalwaysfeltheshouldbedoingedybuthisgoodlooksanddistinguishedvoicekepthimbusyindramaticroles.Itwasn’tuntil1980—32yearsintohiscareer—thathelandedtheroleitwouldseemhewasmadeforin

Airplane!

Thatmovieledhimintothesecondhalfofhiscareerwherehisedicpresencealonecouldmakeamovieafinancialsuccessevenwhenmoviereviewerswouldnotrateithighly.DidNielsenthenfeelcontentinhiscareer?Yesandno.Hewasthrilledtobedoingtheedythathealwaysfeltheshoulddo,butevenduringhislastfewyears,healwayshadasenseofcuriosity,wonderingwhatnewroleorchallengemightbejustaroundthecorner.

Heneverstoppedworking,neverretired.LeslieNielsen’sdevotiontoactingiswonderfullyinspiring.Hebuiltahugelysuccessfulcareerwithlittlemorethanplainoldhardworkanddetermination.

Heshowedusthatevenasingledesire,nevergivenupon,canmakeforaremarkablelife.21.WhydidNielsenwanttobeanactor?A.Heenjoyedwatchingmovies.

B.Hewaseagertoearnmoney.C.Hewantedtobelikehisuncle.

D.Hefelthewasgoodatacting.22.WhatdoweknowaboutNielseninthesecondhalfofhiscareer?A.Hedirectedsomehighqualitymovies.

B.Heavoidedtakingonnewchallenges.C.Hefocusedonplayingdramaticroles.

D.Hebecameasuccessfuledyactor.23.WhatdoesNielsen’scareerstorytellus?A.Artislong,lifeisshort.

B.Hewholaughslastlaughslongest.C.It’snevertoolatetolearn.

D.Wherethere’sawillthere’saway.BWeliveinatownwiththreebeaches.Therearetwoparkslessthan10minutes’walkfromhomewhereneighbourhoodchildrengathertoplay.

However,whatmychildrenwanttodoafterschoolispickupascreen—anyscreen—andstareatitforhours.

Theyarenotalone.Today’schildrenspendanaverageoffourandahalfhoursadaylookingatscreens,splitbetweenwatchingtelevisionandusingtheInternet.Inthepastfewyears,anincreasingnumberofpeopleandorganisationshavebeguningupwithplanstocounterthistrend.Acoupleofyearsago,filmmakerDavidBondrealisedthathischildren,thenagedfiveandthree,wereattachedtoscreenstothepointwherehewasabletosay“chocolate”intohisthreeyearoldson’searwithoutgettingaresponse.Herealisedthatsomethingneededtochange,and,beingaLondonmediatype,appointedhimself"marketingdirectorforNature".Hedocumentedhisjourneyashesetabouttreatingnatureasabrandtobemarketedtoyoungpeople.

Theresultwas

ProjectWildThing,afilmwhich

charts

thebirthoftheWildNetwork，agroupoforganisationswiththemongoalofgettingchildrenoutintonature.“Justfivemoreminutesoutdoorscanmakeadifference,”DavidBondsays.“Thereisalotofreallyinterestingevidencewhichseemstobesuggestingthatifchildrenareinspireduptotheageofseven,thenbeingoutdoorswillbeahabitforlife.”Hisownchildrenhavegotintothehabitofplayingoutsidenow:“Wejustsendthemoutintothegardenandtellthemnottoebackinforawhile.”Summerisuponus.Thereisanamazingworldoutthere,anditneedsourchildrenasmuchastheyneedit.Letusgetthemoutandletthemplay.24.Whatistheproblemwiththeauthor’schildren?A.Theyoftenannoytheneighbours.

B.Theyaretiredofdoingtheirhomework.C.Theyhavenofriendstoplaywith.

D.Theystayinfrontofscreensfortoolong.25.HowdidDavidBondadvocatehisidea?A.Bymakingadocumentaryfilm.

B.Byorganizingoutdooractivities.C.ByadvertisinginLondonmedia.

D.Bycreatinganetworkoffriends.26.Whichofthefollowingcanreplacetheunderlinedword“charts”inparagraph2?A.records

B.predicts

C.delays

D.confirms27.Whatcanbeasuitabletitleforthetext?A.LetChildrenHaveFun

B.YoungChildrenNeedMoreFreeTimeC.MarketNaturetoChildren

D.DavidBond:ARoleModelforChildrenCIfyouevergettheimpressionthatyourdogcan“tell”whetheryoulookcontentorannoyed,youmaybeontosomething.

Dogsmayindeedbeabletodistinguishbetweenhappyandangryhumanfaces,accordingtoanewstudy.Researcherstrainedagroupof11dogstodistinguishbetweenimages(圖像)

ofthesamepersonmakingeitherahappyoranangryface.Duringthetrainingstage,eachdogwasshownonlytheupperhalforthelowerhalfoftheperson’sface.Theresearchersthentestedthedogs’abilitytodistinguishbetweenhumanfacialexpressionsbyshowingthemtheotherhalfoftheperson’sfaceorimagestotallydifferentfromtheonesusedintraining.Theresearchersfoundthatthedogswereabletopicktheangryorhappyfacebytouchingapictureofitwiththeirnosesmoreoftenthanonewouldexpectbyrandomchance.Thestudyshowedtheanimalshadfiguredouthowtoapplywhattheylearnedabouthumanfacesduringtrainingtonewfacesinthetestingstage.“Wecanruleoutthatthedogssimplydistinguishbetweenthepicturesbasedonasimplecue,suchasthesightofteeth,”saidstudyauthorCorsinMuller.“Instead,ourresultssuggestthatthesuccessfuldogsrealizedthatasmilingmouthmeansthesamethingassmilingeyes,andthesameruleappliestoanangrymouthhavingthesamemeaningasangryeyes.”“Withourstudy,wethinkwecannowconfidentlyconcludethatatleastsomedogscandistinguishhumanfacialexpressions,”Mullertold

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