■文 俊

思维品质的发展是一个渐进的过程，初中阶段是学生思维发展的重要时期，英语教师必须高度重视学生思维品质的培养，尤其应当发挥阅读教学的独特优势，运用正确的策略和方法，有效提升学生的思维品质。

一、基于文本理解，培养逻辑思维

在教学中，培养学生的逻辑思维能力，必须借助蕴含着一定逻辑关系的文本或情境，从这个意义上讲，基于阅读文本的教学具有天然的优势，也应当主动承担起培养学生逻辑思维的使命。在阅读教学中，教师可以通过设置主要事件的排序、文本结构分析、文章主旨概括、事件因果推断或作者意图推断等多种学习活动，引导学生运用分析、综合、判断、推理等多种思维方式，对文本进行深度解析，从而发展逻辑思维能力。

牛津上海版《英语》八上Unit3Dealing with trouble是一篇日记，讲述了Paul’s dad 在渡口智慧地帮助一名丢失钱包的女士抓获嫌疑人的故事：One day,Paul and his dad were waiting for their ferry, when they heard some people shouting near⁃by.Then Paul’s dad went to find out what was hap⁃pening.When he was told that the big man who was arguing with the two women had probably stolen their purse, he decided to give up his ferry and went to call the police with the phone in a shop nearby. When they took the next ferry to the other bank, the big man was already in handcuffs. Paul didn’t understand his dad, but was touched by what his dad did in the end.

教师在组织学生充分阅读文本获取了系列“wh-”等基本信息后，设置了主要事件（6个具体事件）排序任务以及文本结构分析活动（before the robbery、while the robbery、after the robbery 三部分），帮助学生梳理故事情节和叙事架构。之后，又设置了“Who was the robber?（A. the big man B.the other two men C.the three men）”的讨论任务，引导学生基于文本信息“three young men came to talk to them”，进行逻辑推理，得出答案C。在post reading 环节，设置了“Do you think the woman got back her purse in the end? Why or why not?”的讨论，引导学生结合生活经验，经过系列逻辑推理，得出如“The police successfully caught the other two men with the help of the big man and got back the woman’s purse.”的结论。另外，还设计了正误判断练习，如“Paul didn’t un⁃derstand his father at first.”，引导学生依据上下文“‘Wait，’, said my father.‘I don’t want to go on that ferry.’This was strange. Was my father afraid of that man？”判定答案为“T”。这些阅读活动促使学生运用分析、概括、推理等方法，对文本进行深度解析，有效发展了逻辑思维能力。……