課堂討論是文學(xué)課堂上常見(jiàn)的活動(dòng)形式，國(guó)際課程老師更是言必稱“ 蘇格拉底討論 ”，但操作起來(lái)卻遇到頗多的挑戰(zhàn)。比如轉(zhuǎn)變成老師的“一言堂”或乒乓球式問(wèn)答，更有學(xué)生在其中渾水摸魚、濫竽充數(shù)。

In-class discussion, as is called “Socratic discussion” by teachers of international courses, is one of the major activities in the Chinese literature class. It is quite challenging to put it into real teaching practice. 

為了將討論落到實(shí)處，蘇城外國(guó)語(yǔ)學(xué)校國(guó)際高中部在中文課堂上，嘗試了一種新型討論方式——“蛛網(wǎng)式”討論。

To avoid the problems involved, we tried the spider web discussion in the Chinese class.

教師簡(jiǎn)介 Teacher Profile

在開(kāi)展“蛛網(wǎng)式”討論之前，學(xué)生已經(jīng)通過(guò)讀書筆記的形式完成了初讀。在課堂表現(xiàn)上，學(xué)生們對(duì)文本細(xì)膩的感知和提出問(wèn)題的能力均高于預(yù)期。

Before the discussion, the students have finished the preliminary reading in the form of reading journals. Their perception of the text itself and abilities of raising questions were impressive.    

本次課堂的教學(xué)目標(biāo)是：通過(guò)《月亮與六便士》中的人物關(guān)系，來(lái)分析主要人物思特里克蘭德的性格特征，從而闡釋小說(shuō)的主題，以及與TOK、藝術(shù)學(xué)科的關(guān)系。

The teaching objectives are: To analyze the personalities of Strickland, the leading character, through the relationship among characters in Moon and Sixpence. To clarify the theme of the novel and its relation with TOK and Art subject. 

每位同學(xué)選擇一個(gè)和思特里克蘭德（Strickland）有關(guān)的角色，寫一段和他之間交集的自敘，然后對(duì)思特里克蘭德提出一個(gè)問(wèn)題，展開(kāi)一場(chǎng)對(duì)話。大家都能很快進(jìn)入角色，對(duì)主人公進(jìn)行了“靈魂的拷問(wèn)”~

Each student chooses a character related to Strickland, writes a narration about the interactions with him, and raises a question. By doing so, everyone could quickly get inside the character, and “interrogate” the leading character.

在每一段對(duì)話之后，其他同學(xué)會(huì)對(duì)他們進(jìn)行追問(wèn)，或者發(fā)表自己的觀點(diǎn)。每位同學(xué)發(fā)言的時(shí)候都會(huì)拉一根線，直觀地展現(xiàn)出互動(dòng)的過(guò)程。

After each round of discussion, other students will ask further questions or express their own opinions. During this process, each student would pull out a string while expressing opinions, explicitly showing the interaction among the students.

在“蛛網(wǎng)式”討論中，學(xué)生腦力激蕩，求同存異，充分體現(xiàn)了在同伴中學(xué)習(xí)的特性，注重溝通和社交技能的培養(yǎng)，迸發(fā)出批判性思維和創(chuàng)造力的火花。

During the spider web discussion, all students are active thinkers, seeking common ground while reserving differences, which fully reflects the traits of peer learning—focusing on the cultivation of communication and social skills, and the development of critical thinking and creativity.

探索領(lǐng)域：讀者  作者  文本  

Inquiry: Reader, author and text.

如作家的人生經(jīng)歷——毛姆失去母愛(ài)的童年和不幸的婚姻；時(shí)空，如作品的時(shí)代背景——當(dāng)時(shí)英國(guó)社會(huì)的女性觀；互文，高更(Gauguin) 畫作《我們從哪里來(lái)？我們是誰(shuí)？我們到哪里去？》中所體現(xiàn)的生命觀。

Inquiry: Reader, author and text. For example, the personal experience of the author—Maugham’s motherless childhood and his miserable marriage; time and space—the view on women in the British society at that time; intertextuality—the outlooks on life reflected from Gauguin’s painting Where Do We Come From? What Are We? Where Are We Going?

微觀概念：人物的塑造手法，人物的發(fā)展變化，人物性格的多面性，人物關(guān)系與主題；

Micro concept: the technique of shaping characters; the development of characters; the multifaceted characters; relationship among characters; theme; 

宏觀概念：文化，轉(zhuǎn)化，認(rèn)同，創(chuàng)造力，交流，觀點(diǎn)，呈現(xiàn)。

Macro concept: culture, conversion, identity, creativity, communication, perspective, presentation.  

通過(guò)閱讀文學(xué)文本獲得的關(guān)于文化的知識(shí)

是否總是正確的？

物質(zhì)的優(yōu)越會(huì)泯滅藝術(shù)家的精神追求嗎？

藝術(shù)家可以違背社會(huì)倫理道德嗎？

Is the knowledge about culture acquired through reading literary texts always true? Will artists’ spiritual pursuit die out due to material superiority? Are artists allowed to violate the social ethics?

全球性問(wèn)題

藝術(shù)、創(chuàng)造力和想象力

Global issues: Art, creativity and imagination

Summary and Reflection

課代表把大家討論的過(guò)程畫成一張蛛網(wǎng)圖，并根據(jù)這張圖，對(duì)這次活動(dòng)進(jìn)行反思。

The class representative will turn the whole discussion process into a spider web, and make reflections based on this.

“I think this activity is generally successful. Everyone can take active participation to offer personal insights on controversial issues. However, some students still lack preparation, and fail to think deeper into the topic. Next time, they’d better read the text more carefully, and take the initiative of inquiring.”  

The concepts and global issues are integrated into the whole teaching process, which is an attempt of ATL. During the conclusion part of the whole book, or the comparison among several books, we can propose and solve the concept-based guiding questions together with the students, or inquire into the global issues. These, of course, are based on the solid comprehension towards the text itself. 

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中文撰稿：趙靜文  

 英文翻譯：沈紫煙   

攝影：宋柏霖 

英文審核：語(yǔ)言中心

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