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课堂讨论是文学课堂上常见的活动形式，国际课程老师更是言必称“ 苏格拉底讨论 ”，但操作起来却遇到颇多的挑战。比如转变成老师的“一言堂”或乒乓球式问答，更有学生在其中浑水摸鱼、滥竽充数。

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. 

为了将讨论落到实处，苏城外国语学校国际高中部在中文课堂上，尝试了一种新型讨论方式——“蛛网式”讨论。

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

教师简介 Teacher Profile

在开展“蛛网式”讨论之前，学生已经通过读书笔记的形式完成了初读。在课堂表现上，学生们对文本细腻的感知和提出问题的能力均高于预期。

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.    

本次课堂的教学目标是：通过《月亮与六便士》中的人物关系，来分析主要人物思特里克兰德的性格特征，从而阐释小说的主题，以及与TOK、艺术学科的关系。

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. 

每位同学选择一个和思特里克兰德（Strickland）有关的角色，写一段和他之间交集的自叙，然后对思特里克兰德提出一个问题，展开一场对话。大家都能很快进入角色，对主人公进行了“灵魂的拷问”~

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.

在每一段对话之后，其他同学会对他们进行追问，或者发表自己的观点。每位同学发言的时候都会拉一根线，直观地展现出互动的过程。

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“蛛网式”讨论中，学生脑力激荡，求同存异，充分体现了在同伴中学习的特性，注重沟通和社交技能的培养，迸发出批判性思维和创造力的火花。

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.

探索领域：读者  作者  文本  

Inquiry: Reader, author and text.

如作家的人生经历——毛姆失去母爱的童年和不幸的婚姻；时空，如作品的时代背景——当时英国社会的女性观；互文，高更(Gauguin) 画作《我们从哪里来？我们是谁？我们到哪里去？》中所体现的生命观。

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?

微观概念：人物的塑造手法，人物的发展变化，人物性格的多面性，人物关系与主题；

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

宏观概念：文化，转化，认同，创造力，交流，观点，呈现。

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

通过阅读文学文本获得的关于文化的知识

是否总是正确的？

物质的优越会泯灭艺术家的精神追求吗？

艺术家可以违背社会伦理道德吗？

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?

全球性问题

艺术、创造力和想象力

Global issues: Art, creativity and imagination

Summary and Reflection

课代表把大家讨论的过程画成一张蛛网图，并根据这张图，对这次活动进行反思。

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. 

2020 International Senior High Foundation Program Enrollment Plan

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中文撰稿：赵静文  

 英文翻译：沈紫烟   

摄影：宋柏霖 

英文审核：语言中心

编辑、排版、审核：校长办公室 宣传办