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绘本教学的舍与得
《英语新课程标准》强调“英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程，有时他们磨练意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。”同时也指出：“英语课堂要求合理利用和积极开发课程资源，给学生提供贴近学生实际的，贴近生活的，贴近时代的健康内容和丰富的课程资源。”
生存在终身学习时代的孩子，面对日新月异的知识信息和价值多元的观念，需要通过不断阅读，逐步学习，独立思考。英语绘本是一项不可或缺的阅读资源。与现行的英语教材相比，绘本阅读以语码与图码相结合的方式感性地呈现世界，连通着儿童的主观感受与客观存在，将他们引向真善美的境界，带给他们立体多元的审美体验。有效开发利用英语绘本资源能有效提升学生的口语表达及文字理解能力。学生在绘本阅读的过程中，勾连起学生的生活积淀和情感积累，在自然迁移当中获得熏陶感染，在潜移转化中实现润物细无地声。英语绘本资源的开发与利用能为学生提供了更为丰富而鲜活的语言输入，激发和保持学生学习和运用语言的兴趣和动力，他们在信息传递和交流的活动中，开阔视野，丰富生活经历，发展跨文化意识，对英语学习中接触的外国文化习俗感兴趣，乐于了解外国文化和习俗，促进创新思维，为终身学习奠定基础。
然而在绘本阅读教学实践的过程中，我们也逐渐发现各种问题。有的教师在实践中存在着“绘本是给孩子看的书”的理念，上课时以旁观者身份出现，不主动参与到学生的阅读中来，使学生的阅读处于无序状态。也有一些老师则正好相反，把绘本阅读课处理成了精读课，在课堂上仔细研读，从字、词、句到段，再到篇章结构，语法成分分析，面面俱到，精雕细琢，使孩子的阅读过程背负太多，不堪重负。
案例：绘本《I’m an apple》教学
这是美国学乐出版社出版的Scholastic Reader的儿童初级读物，I Am...系列绘本之一，通过惟妙惟肖的拼贴画，简易的句型结构，丰富的语言场景讲述了苹果的生长过程，孩子在轻松阅读的过程中可以吸收基本的科学常识，巩固自然拼读法及常用单词，以及简单句型和对应情境下的表达。
绘本原文：I am a red bud. I live on a branch in an apple tree. I grow in the rain. I grow in the sun. I unfold. I’m an apple blossom! I have five petals. I am beautiful. In time, my petals fall to the ground. Now I am a small apple. I hang by a stem. The stem brings me water and food. I grow bigger and bigger. My tree is full of apples. Once we were green. Now we are red .Red, redder, reddest. We are ready to be picked! Most apples are picked by farm workers. Truckers drive us to market. Apples come indifferent shapes and colors. Some are sweet. Some are sour. Applesauce is made from apples. What else is made from apples? Each apple has a star of seeds inside. The star has five parts,just like the flower. If you plant apple seeds,what do you get? Apple trees! I am an apple. Can you tell a story about me?
Step1: Warming-up
T: Look at the picture. What are these?
What do you know about apples?
Step2: Presentation
阅读前（Before reading）：了解故事题目及作者。
T: You’ve known so much about apples. Today, we’ll learn a picture
book about apples.
Look, this is the cover of the book. The title is ……
It is written by Jean Marzollo. The pictures are drawn by Judith Moffatt.
阅读中(While reading)：逐幅看图，学习单词及句子，了解苹果的生长过程。
1. Please look at the first picture. What can you see?
Look at this tree carefully. The tree is different. It has no leaves, but
look,what’s this? To teach “bud”
Read “I am a red bud. I live on a branch in an apple tree.”
2. OK. Look, I am growing. I grow in the .. I grow in the ...
Read the two sentences.
I unfold. To teach “unfold” with body language.
Body language “ a bud—unfold little – unfold completely”
What will I be? “I am an apple flower.”
Read the last two sentences.
3. Look at picture3. Is it beautiful?
What can you see in the picture?What does the girl doing? What is she drawing?
Look, the flower is made up of petals. To teach “petal”
How many petals does a flower have?
“I have five petals.” Look at these flowers.
“I am beautiful.”
Read.
4. I am growing. My petals fall to the ground. (body language)
Fall to the ground means “ ”
Look, beautiful flowers fall to the ground.
Look, what grows? A very small apple.
5. I am growing. Now, I am small. Then, I am big. Next, I am bigger.
Is it lovely? Read.
6. I grow bigger and bigger. The tree is full of apples. Look, how many
apples on the tree? Can we count?
Can we eat them now? Why?
7. I am growing. Now, what color is it? Red and yellow.----Red.
So I grow …er and …er? “ I grow redder and redder”
Can we eat them now?
8. No. Why? Frist, we should pick them. “We’re ready to be picked.
9. We pick so many apples. Look at these apples. Some are red. Some
are……
What can we do about these apples?
Do you like these apples?
10. If we want to eat it, first cut it. Look, What are these? To teach “seed”
How do you think of these seeds?
11. If you plant apple seeds, what do you get? (body language)
12. Year, apple trees. Do you like these apple trees? Why?
阅读后(After reading)：根据苹果的生长过程绘本来学习创作自己的关于动物、
植物、水果或人类的生长、循环过程的绘本。
1. There are so many apple trees. In spring, the bud of the apple tree is
growing. It grows the flowers. In summer, when the flowers fall to the
ground, the small apple is growing. The apples grow bigger and bigger,
grow redder and redder. In autumn, the apples are ready to be picked.
We eat the apples and plant the seeds. We can get a lot of apple trees.
This is the growth process of the apple.
Read the pictures by yourselves and divide it into five parts according
to the growth process of the apple.
2. The picture book I am an apple tells us the growth process of the apple. Can you make your own picture books like this? You can choose an animal , a kind of fruit or human being.
You like apples. You are growing every day. You grow taller and taller, fatter and fatter. You’ll be a man or a woman, maybe the old. This is the process of our life. So I hope you can enjoy your life, happy every day.
不同的绘本选择使绘本课堂教学处理方式呈现缤纷状态。故事性强的绘本教学，在处理的时候会着眼于对故事的理解，通常会采用将故事切分几个部分，譬如故事的起因、经过、结果，以利于学生的理解。每一部分的图片会放在一起来处理，让孩子整体感知理解到底发生了什么，有了图片的帮助理解，学生即使接触到新单词也基本上能做到无障碍阅读，这就是绘本的魅力之一，然后可以重点处理一些其中有意思的图片，来培养孩子的想象能力及阅读兴趣。
而《I’m an apple》这个绘本讲述的是苹果的生长过程，这种方式并不适合。老师主要采用了picture by picture的形式来进行绘本阅读。指导学生仔细观察每一幅故事图片。
有些绘本每一幅图画的语言结构相似，学生很容易就能找到规律，从而很好地掌握。如戈向红老师执教的逃家小兔绘本故事中重点句型If you become… I will become…复现率高，老师在教学处理时重点突出。
而《I’m an apple》 不同，绘本中没有明显的重点句型，生单词非常多，难度高。虽然老师已经根据学生的实践先进行了二次开发，删减了一些过繁过难的单词，但生单词仍然非常多，老师课堂上为了教学这些新单词，费了相当大的力气。看一幅图，学一个或多个单词，然后再指导朗读单词和句子。然后再继续看下一幅图，以此反复。从课堂效果来看，在最后的呈现环节，孩子的遗忘率极高。孩子的绘本阅读也被弄得支离破碎。感觉孩子不是在欣赏苹果的生长过程中学习英语，而是将有生命的故事摆在案板上一一解剖。老师的感觉：很累，可想而知孩子肯定轻松不了，这会在很大程度上损伤了孩子的绘本阅读兴趣。
所以我们在思考，通过绘本课，我们真正要带给孩子的是什么？很多老师的绘本教学深深地受着英语课本Story time的教学影响，带着很深的这个模式的教学印记。感觉绘本里的每一个单词、句子、语法都在招手，哪个都不舍得丢掉。如果老师在绘本课堂里什么都想要，想要让孩子学会绘本中的每一个新的词汇，也想要让孩子很好地朗读绘本，还想要让孩子知道故事给我们的启示，更想要让孩子感受绘本故事的美好，课堂上就会平均使力，造成顾此失彼，反而会让孩子失去阅读绘本的兴趣。学生不是在享受绘本故事，而是在老师的带领下逐幅逐幅地看图，逐个逐个学单词。这是我们当下在绘本教学中的主要误区之一。在绘本阅读中进行反复的单词学习和朗读训练，会使英语绘本失去原有的趣味性和吸引力，让学生望而却步，或者引导学生研读绘本字词句段，篇章结构，精雕细琢，却不知这些项目的训练会把绘本与孩子之间生生地拽开了距离。
儿童文学博士徐丹说：“绘本最厉害的地方，就是让孩子在无压力的状态下爱上阅读。”绘本教学是为了孩子接触更多更有趣更纯正的英语故事，拓展孩子视野，让孩子爱上英语阅读。对于这个绘本，重点应该让学生通过enjoy苹果的生命进程，来感受生命的神奇与美好。因为是绘本，因此即使有大量的生单词，也不会造成孩子的理解困难，苹果的一步步生长过程显而易见。老师完全不必逐一教学，可以在欣赏完故事以后，让孩子试着自己将花苞、叶、种子、花朵等等生单词和图片进行匹配以检查孩子的学习效果。还可以很好地利用有声绘本这一资源，让学生边听边看绘本，不但能整体感知苹果的生长过程，而且也能让单词学习无痕。总之在这个绘本的教学中新单词的处理可以轻一些，不要要求每个孩子都必须会读绘本里的每一个单词，每一句话，而是重在通过这个绘本感受生命的过程，体味生命的意义，体味英语的美好。
有舍才有得，只有正确处理绘本教学中的舍与得，才能让我们的绘本教学发挥更大的作用。教无定法，但不管是何种形式的绘本课，都有一个共性：那就是通过绘本这个媒介让孩子爱上英语阅读。所以无论走得有多远，都请别忘了我们为什么出发。
洛阳中心小学 陈蓉华
2015、10、10
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