今天讨论怎样教阅读可以发展学生的认知能力。
基于我们对认知能力的理解，发展学生认知能力的教育，应该发展学生分析判断、取舍选择、运用创新的能力。以下基于此展开讨论。
我们经常说We are what we read.阅读育人，重要性不言而喻，阅读教育对发展认知作用非常显著，远大于其他，因为阅读是可以完全自主地获知他人思想进而开展自主思想的最便捷的方式。当然，当代人获取信息的方式更被视频化了，或许未来视频可以如文字一样不再需要其他能源就能反复观看，但目前尚不能与阅读的便捷性同日而语，因为你不能在任何地方任何时间看视频（手机没电了你看不了，手机没信号你看不了），但你可以在任何时候任何地点拿起你的纸质书进行阅读、深度思辨等等。所以，可能阅读在未来一段时间还是人类可以完全自主地获知他人思想进而开展自主思想的最便捷的方式（不进行自主思想的，不在此讨论范围之内）。
阅读和听力一样，是一种理解性技能，是一种获取信息的方式，其发展认知能力的方法也与听力活动一样，首先应选择具有一定认知空间的阅读文本，基于文本，把握学生最近发展区，设计认知发展活动，因为阅读首先都要理解，理解就需要分析，认知自然而然就存在。若阅读文本认知空间不大，则认知发展空间不大。若阅读文本认知空间足够，则只需要深度阅读理解，即可发展学生的认知。
从阅读而言，人类已经积累了大量的经典文本，这就为我们开展基于阅读的认知能力发展，提供了可以选择的广泛资源。
但在英语教材的阅读语篇越来越因为日常交际性而远离经典性的时代，若我们希望基于阅读发展学生的认知能力，而不是基于阅读发展学生的交际能力，则需要我们自主选择经典性的语篇，而不是只是基于教材的日常交际性阅读语篇。
阅读文本的分析是一个大话题，需要较多篇幅，此处不展开，以后另行专题分享。这里只是介绍案例、
The tortoise and the hare是出自《伊索寓言》的经典文本，尽管文本有这样那样的变化，但总体内容变化不大。
以下是一个简化版的小学四年级学生阅读的版本，以及基于此发展学生认知能力的活动。
There lives a hare in the forest. The hare brags all the time, “I’m the fastest in the forest. Let’s race1” The other animals don’t listen and they don’t race him.
He sees a tortoise one day and laughs at the tortoise, “You are so slow! Have you ever been somewhere?”
“Oh, I’m slow but I’m steady. You’re the fastest in the forest, but are you steady?” says the tortoise.
“I’m the fastest in the forest. Let’s race,” says the hare.
“I’ll race you,”says the tortoise.
The race starts. The hare runs fast. But he gets tired soon and has a rest under a tree. Soon, ge gets asleep.
The tortoise walks slowly but steady. Soon he passes the hare.
The hare wakes up but the tortois has arrived to the final.
The tortoise and the hare
What story have you read last weekend?
活动：
学生语言基础较好，从一年级开始学习英语，课前已经阅读故事绘本，并完成了绘本故事自身的故事内容理解选择题，答案全部正确。
课堂上就故事内容展开讨论。
What have you learnt from this story?
Let’s have some discussion and try to find and learn something new.
You can have pair or group discussions when you need.
You can also just listen and try to get what you want to get.
Q1: What do the other animals not listen?
学生回答：They don’t listen what the hare brags all the time.
Q2: Why do they not listen?
学生回答：Because that is just a brag.
Q3: Are hares the fastest animal in the wild?
学生无法回答，教师展示材料：Hares are not the fastest animal. Cheetah is the fastest.
A hare can run about 1000 metres a minute; a cheetah can run about 2000 metres a minute.
学生阅读材料再回答：No. Hares are not the fastest animal.
Q4: Why do the other animals not want to race with the hare?
学生回答：It’s unfair.
Q5: Why unfair? Unfair to who?
学生无法回答。
教师引导学生看绘本，问：
Q6: What animals can you see in the pictures? What are they good at? Do they race the hare on that?
学生之后回答：
We can see birds. Birds are good at flying. They don’t ask Hare to do flying race.
We can see squirrels. Squirrels are good at climbing trees. They don’t ask Hare to do tree climbing race.
The hare is good at running. He should ask good runners to do running race.
Q7: Why does the tortoise want to race against the hare?
学生回答：He wants to teach the hare a lesson./He thinks he can win.
Q8: Is it wise(明智)? Why or why not?
学生无法回答，教师介绍自己的观点与论据：I think it’s not wise. 1. The tortoise is not good at running. The tortoise can run 16 metres a minute. The hare can run about 1000 metres a minute. He has little chance to win. 2. The hare brags all the time. It is not wise to race against braggers. 3. And life is not a race. Life is a long journey. Race means little. Do you agree?
教师未能说服大部分学生，学生尽管无法形成系统表达，但普遍不同意以上观点。
Q9: Why does the tortoise think he can win the race?
学生回答：He thinks he is slow but he is steady.
Q10: （教师追问）Do you agree with him?
学生没有形成有价值回答，教师告诉学生：Think about this after class. How important is steadiness? When can steadiness help you win? When does steadiness NOT work?
Q11: Why does the hare get tired?
学生回答：He runs too fast.
Q12: Why does running fast make people tired?
学生无法回答，教师问: Is it because our energy (能量) will run out soon when we run fast?学生认可这一原因。
Q13: What does the hare do after getting tired?
学生回答：He sits down for a rest and soon he is asleep.
Q14: Why does he not keep running after getting tired?
学生回答：He is too proud(骄傲) and overconfident (过度自信).
Q15: If he just sits down for a rest but not sleep, what may happen?
学生回答：He may see the tortoise when the tortoise is near and then he can start to run again. And he may win the race.
Q16: Who is near the hare? Why does he not wake the hare up?
学生回答：A snail. Maybe he doesn’t like the hare’s brag.
Q17: What is the lesson here?
学生回答：Never brag. Or you will have no friends. / No friend points out your mistakes and wrong doings.
Q18: If the hare is your real friend, what will you do?
学生回答：Wake him up and tell him “Never brag.”
Q19: Why does the tortoise not wake Hare up?
学生回答：It is a race! You don’t need to point out competitors’ mistakes at a race.
Q20: What does the tortoise think is the reason that he wins?
学生回答：He thinks the reason that he wins is: “I’m not fast. But I am slow and steady”.
教师追问：Do you think that is the real reason?
学生基本给出否定回答，教师追问：What is the real reason that the tortoise wins?
学生回答：The real reason is the hare is too proud./The hare is overconfident./ The hare runs too fast, and soon gets tired. He has a rest and sleeps.//The hare looks down on the tortoise.
教师播放乌龟滑滑板和兔子比赛的漫画，问学生：
Q21: Someone says the tortoise can win the race in this way or other ‘wise’ ways. Do you agree? Why or why not?
学生回答：No, because it is not running. Yes, if there is a new rule. No rules, no race!
Q22: What race can the tortoise win if he has a race against the hare?
学生回答：Swimming; diving(潜水); living a long life; holding something heavy on the back…
教师追问：So, nobody can win any races. Everybody can win some races! Is that so?
学生给出肯定回答
Q23: How can the hare win the next race?
学生回答：No brag./ Not too proud./ Not overconfident./ Not too fast./ Be steady./ No look down on others.
Q24: Does the tortoise win the race by his own efforts(努力)?
学生回答不清晰，教师说出自己观点：Partly. Tortoise wins the race mainly(主要) because Hare is too proud and overconfident. 追问：Do you agree?
学生基本同意。
Q25: Does the tortoise brag for his winning?
学生回答：Yes, he does.
Q26: Why does Aesop NOT criticize(批评) the tortoise’s brag?
学生回答：He wants to focus on criticizing the hare’s brag.
Q27: How can we NOT make such a too proud and overconfident mistake as Hare?
学生回答：Not too proud./ Not overconfident./ Not too fast./ Be steady./ No look down on others...
Q28: How can we NOT make such an unwise decision as the tortoise if you agree it is unwise?
学生没能给出有效回答，教师提出：No race against braggers. Race our best at our best. Set up new rules. 再问：Do you agree?
多数学生不明确，教师要求学生课后自己进一步思考。
然后教师布置课后活动：
After-class work
1.Do the calculation and think: What can we learn from these facts?
The tortoise can run at the speed of 16 metre every minute.
The hare can run at the speed of 960 metre every minute.
Now they do a 5000-metre running race.
How many minutes does the hare sleep?
2.Think, discuss and find: How can we NOT make such a too proud and overconfident mistake as Hare? How can we NOT make such an unwise decision as Tortoise if you agree it is unwise?
3.Search on the internet and find the differences between tortoises and turtle; hares and rabbits.
学生在课后调查中反馈，这节课对这个故事进行非常深入的思考，尤其是对乌龟也进行了批判性地思考，对科学数据进行了探究，课后进一步进行了探究和思考，形成了更为丰富的认知。
当然，教材也会在条件允许的情况下使用经典性语篇，我们则可以充分利用这样的为数不多的教材中的经典性语篇的足够大的认知空间，发展学生的认知能力。
《英语》（外研版）七年级上学期Module 8 Unit 2就是基于经典语篇Gildilocks and the three bears的课文。
这是学生学习对话课文，在对话中了解到Gildilocks and the three bears的第一部分，随后通过阅读学习故事的随后发展。
Goldilocks是一个非常有思想性的故事。此课文之前学生已经开始学习这一故事第一部分，对其思想性已经有一定了解。（若您需要了解其思想性，可自行搜索“金发姑娘原则”等。）
Step 1 导入
鉴于学生基础较弱，教师在课堂尽可能使用英语开展教学活动，为此在课堂指令语句后面添加了汉语说明，以帮助学生听懂教师的课堂指令与问导的问题。
教师从早餐的早茶开始进入课堂教学。
A1: What tea do you want, Pu’er Oolong, or breakfast tea? 您喝什么茶，普洱，乌龙还是 早餐红茶？
B1: I want to have some Oolong. Goldilocks told me Oolong was right for me. 我喝点乌龙，金锁儿告诉我 乌龙适合我。
教师基于课前调查了解到的学生喜欢的游戏继续展开引导。
A2: What game do you want to play, Glory of the King, League of Legend or other games? 你想打什么游戏，王者还是LOL， 还是别的？
B2: I want to play cards. Goldilocks told me card games were right for me. 我想打纸牌，金锁儿告诉 我纸牌适合我。
教师基于课前调查了解到的有少部分学生上课睡觉而进一步展开引导。
A3: When can you have good sleep, at night, in the class, or other time? 你在什么时候睡得香，晚上， 课堂上，还是别的时候？
B3: I have good sleep at night. Goldilocks told me sleeping at night was right for me. 我晚上睡得香，金锁儿告诉我 晚上睡适合我。
然后，教师引导学生进一步了解前一节课所学对话课文中的Goldilocks。
Who is Goldilocks/金锁儿/金发女孩/金凤花?
Why do you follow her advice/建议?
教师借助
解释Goldilocks。
This is Goldilocks. （goldi/golden金色的 locks锁 goldilocks金凤花）
Do you want to learn from Goldilocks?
The Goldilocks Principle(金发女孩原则/金凤 花原则) tells you to do the right/适而为之. You can use it in your life, study, business, games and research. 你可用于生活、学习、生意、游戏和研究。
Step 2 学习
What is the title of NSE 7B M8 Story Time Unit 2?
Yes, Goldilocks.
What is before this?
The little bowl was just right. 最小的这碗正好合适。
教师引导学生开始进行道德追问。
Is it right to have some food when she was hungry? 饿了 就吃，合适吗？
Is it right to have other’s food without permission? 不经允许吃别人 的饭，合适吗？
学生给出否定的回答，超越了故事原本的价值。
随后，教师引导学生基于前面的整体理解与把握，开始分段阅读课文，以降低阅读难度，保障阅读理解目标达成。
教师呈现教材中让学生根据段落内容进行匹配的多幅
，让学生按段落阅读，选出本与段落内容相符的
。
Paragraph 1
Which picture?
Picture 1.
Is it right to sit on the small chair? Why? 坐在小椅子上，合适吗？为什么？
教师引导学生继续展开基于内容与道德价值取向的探讨，学生在回答中均表现出积极的道德价值取向，促进学生不断指向“上课应努力学习，不应睡觉”这一结论。随后每一段落的阅读讨论均如此，不再说明。
Paragraph 2
Which picture?
No picture for it!
Is it right to sleep when tired? 累了就睡，合适吗？
Is it right to use other’s things without permission? 未经同意就占用别人的物品，合适吗？ 在学生回答之后，教师引导学生凝炼出安全原则：
Remember: First be safe. 牢记：安全第一。
Paragraph 3
Which picture?
Picture 2 and Picture 3.
Why did the little bear cry? Is it right ? 小熊为什么哭喊？合适吗？
Paragraph 4
Which picture?
Picture 4.
What did the little bear say? Is it right ? 小熊说了什么？合适吗？
Paragraph 5
Which picture?
Picture 5,
Is it right to run away without saying sorry? So what? 不道歉就跑了，合适吗？所以怎样？
Step 3 实践
教师引导学生展开故事主题意义凝练。
How can we tell the story?
How will you do the right? 你将如何适而为之？
A.Drink the right tea. 适茶饮之。
B.Play games at the right time.适时打之。
C.Sleep in the right place. 适地憩之。
D.And ... Study hard in the right years. 适年勤之。
这里教师并没有直接批评上课睡觉，而是突出“Sleep in the right place. 适地憩之。”几位之前存在上课睡觉现象的学生，均接受这一观点，实现了本课时最为重要的价值取向的讨论与实践运用。
在此后，教师引导学生总结以上四条，形成整体性结论：
Do the right things at the right time in the right place.适时适地而为。
Step 4 总结
What did you learn today?/你今天学到了什么？
1. Some words, such as /几个单词，比如right, Goldilocks... (?)
2. Some sounds, such as/几处语音，如‘Look, there’s the bad girl...’
3. Some verbs for the past, such as/几个动词过去式，比如 cried, shouted, jumped, wanted, returned, tried, hurried... (?)
4. Reading by info words./用信息词开展阅读理解。(?)
5. One idea: ‘Do the right’./一个道理：“适而为之”。(?)
6. A good sleep in on a nice bed./舒适的床上可以睡个好觉。(?)
7. Study hard when I am still young./趁年少刻苦学习。(?)
8. ...
这一课例立足学生现实问题，基于课文学习，引导学生探究发现解决现实问题的积极价值取向与实践方式，非常有效地开展了分析判断、取舍选择、运用创新等认知活动，较为有效地发展了学生的认知能力，尤其是对right的价值判断能力。
非经典文本的阅读是常见的课文阅读、阅读技能训练活动，这些内容当然也可以发展学生的认知能力，但由于其非经典性，其认知能力发展价值低于经典文本。若以此展开认知能力发展活动，则需要教师深度分析文本，发现其认知空间，进而设计相关活动。
限于篇幅，这里不就此展开讨论。以后在文本分析系列中再行讨论。
当然，以上案例问题很多，有的甚至很深，如何选择，仍然是要基于学生最近发展区。
需要再次说明的是，正如前面对阅读的自主思想作用的讨论，阅读发展认知，甚至整个发展认知的讨论，都是基于自主认知的动力而展开的，若不想自主认知，也就不在此讨论范围之内，以上问题也就不在需要实践的范围之内了。
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