认知层次活动设计：理论与实践

根据布卢姆和安德森对认知的分类，学习目标可以分为知识、领会、运用、分析、综合、评价、元认知七个层次，教师在进行教学活动设计时不仅要关注活动的认知层次，还需要设计多层次的学习活动，以更好地促进学生的认知发展。

以阅读教学为例，阅读教学活动同样需要关注认知的层次，可以分为七个层次，即知识、领会、运用、分析、综合、评价及元认知。

1.知识类活动

指对材料中信息的再现，主要指事实信息，也包括观点信息。知识活动的表现形式可以是信息辨认，如正误判断、匹配等，也可以是信息转述，如表格填充，看图讲故事等。阅读中学生识别并复述阅读文本中显性细节、按显性顺序识别并转述阅读文本中的事件、方式、要点等都属于知识类的活动。

例如，在《大学英语精读3》Unit 3 Why I Teach的教学中，要求学生找出the names of his students that offer the reasons why the author Peter G.Beidler teaches的活动就是知识类活动。阅读者快速阅读课文，在1分钟之内就能够找到问题的答案。

2.领会类活动

领会是阅读理解的主要活动。根据布卢姆对有关领会的解释，阅读理解中的领会主要体现为对阅读材料信息的转化、解释和推理。表达方式包括阅读后选择适当的图片，推断说话者的意图，谈话的主题，预测故事的发展等。如下面的观点态度的理解活动：

Activity（《全新版大学英语综合教程1》Unit 1）

Find evidence for the followings.

Step 1 Assign the learning task.

Work in groups of four to find evidence for the followings.

—Baker was unwilling to write the essay at first.

—All the English courses were dull.

—The author’s expectation was right.

—Baker had a strong desire to write for himself.

—Baker had thought he would be punished for not having submitted an essay as required.

Step 2 Students work individually.

Step 3 Students work in groups to share their work with each other.

Step 4 Call on an individual pair for feedback.

领会同样包括文学性欣赏和文化内涵的理解。比如在学习《大学英语精读3》Unit 6 A Day’s Wait这篇文章时，教师可以特别提醒学生，为什么惜字如金的海明威会用两个段落描写主人公的父亲外出打猎的内容？

Activity

At first glance,the hunting scene may seem to have little to do with the plot.However,the author has reasons to describe it.What are the reasons?

通过对文章文化内涵的分析，阅读者渐渐体会到这段打猎的描写有着如下原因：

1)It diverts the readers so that the boy’s real thoughts will be a greater surprise when they are revealed.

2)It creates a sense of time passing so that we know it is close to evening by the time the father gets home.

3)It brings out a contrast between the father’s robust activities outside and the boy’s terrible tension inside.

通过阅读打猎这个段落，阅读者可以体会海明威作为“迷惘”中走出的“硬汉”在作品中不间断地进行“硬汉式”的探索，始终抱有希望，永不放弃，永不言败，也让阅读者进一步理解海明威的那句名言：Man is not made for defeat.A man can be destroyed but not defeated（人并非为败而生。人可以被消灭，但不能被击败。）海明威被称为“迷惘的一代”的代表。在海明威的作品中，我们不难体会一种世事无常的悲哀和悲观厌世的态度。但是，我们又能在他的作品中发现他对不完美人生中自我救赎的追求。这就是所谓的“硬汉”精神。

3.运用类活动

运用主要指对阅读材料中的信息、表达技巧等方面知识的运用，要求能够提供新的语境。运用的表现形式包括角色表演、故事法典、人物介绍、模仿写作、调查访谈等。

运用可以是语言方面的运用，如下面对教材中出现的标点符号的运用。

Activity 1 Inserting punctuation

Step 1 Assign the task

Just now we have analyzed the sentences in the text and get to know the functions of some punctuation.Now please read the following sentences and insert proper punctuation.

—The elected officers are Tommy president John vice president Morrell general secretary and Susan dean of office.

—The subjects he has been teaching are algebra geometry art and football.

—He was puzzled by his fame people wanted to meet him strangers stared at him on the street scientists statesmen students and housewives wrote him letters.

—His brother is a driver his sister a film actress.

—It is present in the atmosphere in so small a quantity only 0.034 percent that it does us no harm.

—I still dread errors would do my best to avoid them but I knew they were part of a surgeon’s life.

Step 2 Students work in groups to finish the task.

Step 3 Group report.

本活动根据《大学英语精读2》My First Job设计，通过分析活动学生了解到冒号、分号和破折号的作用。本活动要求学生运用分析活动中所学给所给句子添加标点符号，属于标点符号的应用。

运用也可以是信息的应用，如：

Activity 4 Encouraging friends^[1]

Step 1 Assign the task

One of your friends is now suffering from his or her failure on exams.He feels quite depressed and discouraged.You know his problem.Now please talk to your friend to encourage him to walk out of the shadow by citing Jody Anne’s success as an example.

Step 2 Students work in pairs to complete the dialogue.

本活动通过设置某朋友考试失败的情境，促使学生运用课文中乔迪·安妮获取成功的信息给朋友以鼓励，旨在应用相关阅读信息与语言知识。活动采取对话的形式，容易操作，气氛活跃。

4.分析类活动

分析类活动具体体现为对文章结构、表达方式、写作技巧的分析，对文章细节功能的分析以及对故事场景的分析。分析活动的表现形式为排序、插入、图表填充、问答讨论、要素配对等。

分析可以是要素分析、逻辑分析、结构分析，甚至是功能分析。例如《大学英语精读3》Unit 6 A Day’s Wait就可以设计如下表格填充活动，帮助学生分析文章的要求。

Assign the reading task.

Read the passage for the 1st time,and within 10 minutes find out the related information and fill in the blank.

Protagonist(main character)：________________________

Foils：___________________________________________

Settings(time and place)：__________________________

Cause(s)：_______________________________________

Plots：__________________________________________

Climax(ending)：_________________________________

Theme：_________________________________________

对句子之间的逻辑关系的理解也属于分析类活动。以《大学英语精读2》Unit 4 The Professor and the Yoyo为例。文章类似于人物传记，分别从爱因斯坦的工作、生活、社会名望等诸多角度介绍了主人公的性格特色，可设计如下分析活动：(www.xing528.com)

Analysis of coherence.

Step 1 Assign the learning task.

Read the following pair of sentences,and tell the relationshipbetween sentences.

(1)As a boy and then as an adult,I never lost my wonder at the personality that was Einstein.(2)He was the only person I knew who had come to term with himself and the world around him.(3)He knew what he wanted and he wanted only this:to understand within his limits as a human being the nature of the universe and the logic and simplicity in its functioning.(4)He knew there were answers beyond his intellectual reach.(5)But this did not frustrate him.(6)He was content to go as far as he could.

Step 2 Students work in groups of four to discuss their understanding.

Step 3 Students report and explain.

根据具体文章的特点，我们还可以让学生分析场景、景物描述、声音的运用等。以《全新版大学英语1》Unit 7 Emergency为例，故事中作者采用不同的方式描述声音，如：

the distant cry of a locomotive horn.(line 3)

the sounds of the train apparently drew the boy’s attention to the track.(line 19)

the two men laughed.(line 33)

Anthony’s words exploded.(line 41)

Anthony...shouted.(line 48)

as the sound became thunderous..(line 53)

she cried.(line 63)

she screamed.(line 81)

his voice calm.(line 82)

Anthony spoke...sharply.(line 84)

这些有的是对声音的描述，如对汽笛声的描述开始用cry，后面用sound，含义有别。另外，剧中又有多种有关说话声音的表述，如Rich和Anthony的笑声、Anthony撕裂的喊叫声、Kate的尖叫声、Anthony镇定的声音和生气的声音。这些声音的变化与故事的发展相协调，突出了声音效果。教师因此应该设计相应的活动，帮助学生分析声音的效果。如：

Analysis of sound effect^[2]

Step 1 Assign learning task.

This is a moving story and well-written one.One typical feature of this story is the use of sound.Read the text again and discuss with your neighbors to share your understanding.

Step 2 Students discuss in groups.

Step 3 Call one student from each group to answer and explain.

5.综合类活动

综合类活动要求学生能够将所阅读的各种材料按照一定的规范构建成一个整体。综合的表现形式有写概要、新闻报道、回忆、角色演讲、采访汇报等。

以《大学英语精读3》Unit 5 The Day Mother Cried为例。该文中作者第一次见到坚强的母亲流泪，第一次认识到母亲也有脆弱的一面。但坚强的母亲坚持了下来，并不断拓宽自己的道路，取得了最后的胜利。教师可以设计一个活动，假设本文的作者在某方面取得了一定的成就，当记者采访他并询问他的成功秘诀时，他告诉记者那完全是因为母亲的影响。要求学生分析母亲的性格，了解关于母亲的重要的细节，然后按照一定的逻辑组织语言。

Interview report^[3]

Step 1 Assign the learning task.

Suppose you were a reporter.You have just interviewed a person,who has made some great achievements.Now you are to write a report about him and his mother’s great influence on his great success,to be published in tomorrow’s newspaper.Please write a report of your interview.

Step 2 Students work individually on the task.

Step 3 Ask students to assess each other’s writing according to the followings:

Is there a general statement?

Does it contain all the main information?

Does it state the characteristics of the mother?

Is the purpose of the writing clear?

6.评价类活动

评价主要指对文章中的观点、态度以及行为表现的评论，其表现形式为对比评价、质疑作者、换位思考、概括类推等。评价分内部参照评价和外部参照评价。内部参照评价来自于阅读材料自身，指根据所阅读文章推断出来的逻辑、结构、论点等，然后根据文章所呈现的结构要求、逻辑关系、观点论点判断所给语篇是否与所阅读文章结构一致、逻辑关系相符，根据文中的观点判断所给陈述是否正确。

外部参照评价来自于阅读材料之外，其内容较为广泛，可以指评价者自身的标准，可以指评价者所处的社会环境中通用的标准。就阅读而言，一般情况下What do you think of the author？What do you think of his argument？What would you do if you were...？等属于利用评价者自身的标准进行评价。因为每个人的评价标准不同，对作者的评价以及对其观点的评价也就不同，所选择的行为方式也不同，这种设计有利于同学之间的讨论和协商。

内部参照评价常采用对比评价、质疑作者等方式，而外部参照评价可采用换位思考、概括类推等方式。以《全新版大学英语综合教程1》Unit 7 Kids on the Track为例。教师可设计概括类推的评价活动，要求学生根据自己的经历分析在中国是否也有像Kate一样沉着冷静的母亲，是否也会存在类似的现象。

Similar cases.

Step 1 Assign the learning task.

This story describes a careless mother and an emergency case on the railway.Do you think there are such mothers in China?Do such things happen on our railway?Discuss with your partner and report your ideas.

Step 2 Students discuss in pairs.

Step 3 Call on students by pair to demonstrate their argument.

7.元认知活动

元认知由元认知知识和元认知操作构成。元认知知识包括学习者的自我认识，对阅读活动的了解，以及阅读策略知识的掌握等。元认知操作具体表现为学习者能够规划自己的阅读，能够监控阅读，选择适当的阅读策略，有效使用各种阅读资源，调整阅读方法，评估阅读效果，评价阅读的过程，对自己的不足进行适当的补救等。

要培养学生的元认知能力，学生首先必须掌握认知策略，然后才能根据具体的任务要求选择策略，管理自己的学习。其实，不管视听说还是读写，任何单元都可以开展策略训练。比如《大学英语精读1》Unit 3 Text B The Young and the Old一文的阅读可以用于训练学生的目的性阅读策略。

活动设计：

Text reading

Step 1 Assign the learning task.

Read the text by yourself for five minutes and then answer my questions.

Step 2 Students discuss in groups.

Step 3 Ask individual students to answer questions.

Theme-finding

Step 1 Assign the learning task.

Read the text again for one minute,and find out the theme of your reading material.

Step 2 Students discuss in groups.

Step 3 Ask individual students to explain what strategies they have applied so as to find the theme of the passage.

本次活动主要是为了增强学生阅读的目的性。在学生读第一遍时，不给他们任何问题或任务，让学生自己阅读，然后问学生是如何阅读的，为什么会这样阅读。接下来给学生问题，比如要求学生阅读判断作者想表达的是什么，也就是主题，让学生在限定的时间内完成阅读任务，看学生采取了什么阅读策略来完成这次阅读任务。这样可以训练学生阅读的目的性，看他们是否可以根据不同的阅读目标选择不同的阅读方式。