深圳諾德安達雙語學校學非探其花，要自撥其根-帶你走進渡老師的線上鑒賞課堂|Teacher Dodo'

來源：好上學 ??時間：2024-03-13

您家里的小朋友是否也有過這種經歷？買了很多書，聽了很多歌，看了很多電影，但是每當您要求孩子將它們都表述出來時，孩子去很難將書籍中的故事、對歌曲的理解，對電影情節(jié)的敘述一一表達出來

您家里的小朋友是否也有過這種經歷?

買了很多書，聽了很多歌，看了很多電影，但是每當您要求孩子將它們都表述出來時，孩子去很難將書籍中的故事、對歌曲的理解，對電影情節(jié)的敘述一一表達出來。其實想要小朋友對文章，視頻，照片的賞析能力有所提升并不難。今天，帶您走進渡洋老師的課堂《觀賞表達，見仁見智》。

After reading lots of books, and has listened to a lot of songs and watched a lot of movies, but whenever you ask your children to talk about the stories or songs, he will have difficulty expressing his understanding and feeling. Don’t worry. It is not difficult to improve their capability to appreciate and write about articles, videos or photos. Today, Ms. Du Yang's class "Watching and Expression with Different Opinions" will give you practical advice.

問題：為什么會有鑒賞寫作這樣的課程?

What is the purpose of the Appreciation & Writing course?

渡老師：在初中階段，每周孩子們會有一節(jié)閱讀課。在過去的一個學期中，我發(fā)現(xiàn)孩子們對作品閱讀的感知是非常不錯的，讀完一部作品他們會有很多的想法。但是當想法整理成讀書筆記之后，顯得很零散，進行表達的句子也比較口語化。所以在這個學期的主題閱讀中，除了帶著孩子們進行閱讀探索，也幫助他們將看到的、聽到的內容經過思考后轉化成書面的表達。

Ms. Du: In junior high school, the students will have reading lessons every week. In the past semester, I found that they had very good understanding and creative ideas about the works we presented in class. However, when required to turn their thoughts into words, the writing was fragmented, and the language was too colloquial. So in the theme reading classes of this semester, in addition to reading and reading skill instruction, I also help them convert their perception into well-formed written articles.

問題：你是如何引導學生們進行鑒賞，最后形成文章的呢?

Q:How do you guide their reading appreciation and writing?

渡老師：首先是落腳在“鑒賞”，孩子們在課堂上從鑒賞文本、鑒賞圖片、鑒賞音樂、鑒賞電影逐步深入。在學習小說作品的鑒賞時，我主要幫助孩子建立書籍的基本資料查找、優(yōu)美詞句的摘抄;在欣賞圖片作品的時候，則主要通過世界名畫，向孩子們展示圖畫中光線、色彩、線條、形狀、構圖這些基本要素在圖片中的作用，同時不同的地域文化和流派也會影響到作品的呈現(xiàn);在廣告作品的鑒賞中，我們區(qū)分了公益廣告和商業(yè)廣告，孩子們作為鑒賞者，用自己的眼光去評價廣告是否具備廣告主想要的說服力;在音樂類的鑒賞中，我們將課程拓展為交響樂曲和流行音樂的鑒賞，從音樂的藝術形式、展現(xiàn)內容、所表達的情感，產生的效果出發(fā)，結合音樂本身音高、音色、氣氛情緒、樂曲特點等內容。孩子們也終于用自己筆下鑒賞的文章解釋了“音樂是人類共同的語言”這個看似簡單的道理。我們的課程還在繼續(xù)，后續(xù)還會有動畫片和戲劇作品以及影視作品的鑒賞。相信，當孩子們已經有了文本、圖片、音樂鑒賞的基本功底之后，剩下的課程他們將擁有更大的“話語權”。

Ms. Du: We focus on "appreciation" first. In the classroom, the children gradually go deeper in their appreciation of texts, pictures, music, and movies. When reading novels, I helped the students with their skills of information searching and note-taking of beautiful words and phrases; when enjoying painting works, I showed the use of different elements, such as light, color, line, shape and composition, in classic works. The influence of regional cultures and genres were also introduced. In the appreciation of advertising works, we distinguished between public service advertisements and commercial advertisements. The students, as individual consumers, decided by themselves whether the advertisement delivered the message it intended to carry. In the appreciation of music, we included both classical and pop music. From the form, content, emotions, and effects of the music, we tried to find out how the pitch, timbre, mood and other characteristics of the music achieved such results. The students learned through personal experience the seemingly simple truth that "music is the common language of mankind", and wrote down in their essays. Our course will continue, and there will be the appreciation of animation, drama, film and television works. I believe that when the students are equipped with the basic skills of writing, painting, and music appreciation, they will have more to say and write in the remaining courses.

問題：在語文課上，引導孩子對文學作品之外的內容進行鑒賞，會不會有點“浪費時間”?

Q: In the Chinese classes, is it in some way a waste of time if we include other works such as music and painting, other than literary works?

渡老師：哈哈，這也是孩子們在一開始充滿好奇的地方。我們學校將在高中階段開設IB 課程，在IBDP語言與文學這個科目的大綱中就明確要求了學生接觸的內容要包括文學文本和非文學文本，因此我們日常生活中能夠看到的廣告、新聞、演講等等就都派上了用場。九年級的學生在課堂上將學到的知識與生活中的“文本”相結合就能極大地技法學生對學習的熱情。

Ms. Du: Haha, this is exactly what the students were curious about. In NAS Shenzhen, we have IB courses in the senior high school level. In the IBDP language and literature syllabus, it is stated clearly that the students should read all kinds of text, literary or non-literary. Thus the advertisements, news reports, speeches that are common in our reading experiences are all included. For Grade 9 students, to connect what they learned in the classroom with the actual text they meet in everyday life is a great way to motivate their reading.

下面來看看同學們對《鏡中的女孩》賞析作業(yè)吧：

Let’s take a look at what the students write about the Girl before a Mirror by Pablo Picasso