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【摘要】本文通过对读懂议论文——基于学科核心素养的高中英语议论文文本解读进行分析研究，将其影响性、方法性进行明确阐述，并结合核心素养为当下高中英语议论文文本解读进行对策提出，为相关工作进一步开展提供积极参考。
【关键词】议论文;高中英语;文本解读
【作者简介】李少军，福建省石狮市永宁中学。
高中英语议论文文本解读需要融入“学科核心素养”，将其方法性、环节性进行明确规划，并以学生为主导、教师为引导，将高中英语议论文中的语法、修辞、语句等进行重新诠释，为下一步教学工作开展奠定基础。
第一，思维品质主要是培养学生的思辨、分析能力，使学生在学习过程中不再局限于传统的固定模式。第二，文化意识主要是指培养学生的文化理解、领域涉及等能力。第三，“语言能力”是高中英语教学培养学生能力的重要实质核心。基于科学核心素养下高中英语论文文本解读应该以创新、自主、发现及探索等学习方式呈现出来。
第一，在对文本主题进行解读时应该抓住其中心思想，将文本主题以“关键词”分解形式呈现出来，使该文本中心思想呈现突出效果。第二，在对文本内容解读时，笔者认为将其内容进行科学分段、捋顺逻辑关系尤为重要，教师可以针对学生的“辨识语篇、分析语篇、解析语篇”等能力进行着重培养。第三，文本语言主要包括：英语语句、词汇、语法、修辞等组织结构形式，在文本语言解读中教师应注重其方法性、引导性，用“以点概面，局部带动整体”的形式方法让学生都内容篇幅、段落结构等进行深入掌握及学习理解。
例：2017阅读理解-议论文。
（导入，提出议论话题） Grown-ups are often surprised by how well they remember something they learned as children but have never practiced still swim as well as ever since. （举例说明“过度学习”的好处）A man when he gets back who has not had a chance to go swimming for years can in the water. He can get on a bicycle after many years and still ride away. He can play catch and hit a ball as well as his son. A mother who has not thought about the words for years can teach her daughter the poem that begins “Twinkle， twinkle， little star”。（過渡句）remember the story of Cinderella or Goldilocks and the Three Bears. One explanation is the law ofoverlearninrf ， （举例说明过度学习的弊端）which can be stated as follows： Once we have learned something， additional learning trials increase the length of time we will remember it. In childhood we usually continue to practice such skills as swimming， bicycle riding， and playing baseball long after we have learned them. We continue to listen to and remind ourselves of words such as “Twinkle， twinkle， little star” and childhood tales such as Cinderella and Goldilocks. We not only learn but overlearn. The multiplication tables are an exception to the eeneral rule that we forget rather quickly the things that we learn in school， because they are another of the things we overlearn in childhood. The law of overleaming explains why crammingfor an examination. though it may result in a passing grade， is not a satisfactory way to learn a college course. （最后总结出观点）By cramming， a student may learn the subject well enough to get by on the examination， but he is likely soon to forget almost everything he learned. A little overlearning. on the other hand， is really necessary for one’s future development.
What is the main idea of Paragraph 1？
A. People remember well what they learned in childhood.
B. Children have a better memory than grownups.
C. Poem reading is a good way to learn words.
D. Stories for children are easy to remember.
【解析】根据文章第一段中的“Grownups are often surprised by how well they remember something they learned as children but have never practiced ever since.”可知，文章讲的是成年人常常惊叹他们非常好地记着儿时学过的东西。C、D断章取义，讲得太具体，B项错误，因为那是过度学习的结果，不是儿时记忆力好。所以A正确。
在高中英语议论文文本解读中不能单一片面的简单开展，一定要结合实际情况及教学需求，对文本解读维度、方式方法等进行合理应用，教师不能进行误导解读，必须首先对议论文文本进行深入了解掌握，要结合核心素养教育理念，将其文本解读维度及方式方法进行明确规划。学生在文本解读中一定要树立提问意识，对不清楚、不明白环节及难点进行提问，而不能单一以自身主观意识去意想、乱猜。
综上所述，通过对读懂议论文——基于学科核心素养的高中英语议论文文本解读进行分析研究，主要包括：基于核心素养下高中英语学科教学概述、高中英语议论文文本解读维度、教学案例、注意事项等，为我国高中英语教学顺利开展打下重要基础。
[1]黄珊珊.刍议基于核心素养的高中英语文本解读教学[J].福建教育学院学报，2017，88（3）：17-18.
【关键词】议论文;高中英语;文本解读
【作者简介】李少军，福建省石狮市永宁中学。
前言
高中英语议论文文本解读需要融入“学科核心素养”，将其方法性、环节性进行明确规划，并以学生为主导、教师为引导，将高中英语议论文中的语法、修辞、语句等进行重新诠释，为下一步教学工作开展奠定基础。
一、基于核心素养下高中英语学科教学概述
第一，思维品质主要是培养学生的思辨、分析能力，使学生在学习过程中不再局限于传统的固定模式。第二，文化意识主要是指培养学生的文化理解、领域涉及等能力。第三，“语言能力”是高中英语教学培养学生能力的重要实质核心。基于科学核心素养下高中英语论文文本解读应该以创新、自主、发现及探索等学习方式呈现出来。
二、高中英语议论文文本解读维度
第一，在对文本主题进行解读时应该抓住其中心思想，将文本主题以“关键词”分解形式呈现出来，使该文本中心思想呈现突出效果。第二，在对文本内容解读时，笔者认为将其内容进行科学分段、捋顺逻辑关系尤为重要，教师可以针对学生的“辨识语篇、分析语篇、解析语篇”等能力进行着重培养。第三，文本语言主要包括：英语语句、词汇、语法、修辞等组织结构形式，在文本语言解读中教师应注重其方法性、引导性，用“以点概面，局部带动整体”的形式方法让学生都内容篇幅、段落结构等进行深入掌握及学习理解。
三、教学案例
例：2017阅读理解-议论文。
（导入，提出议论话题） Grown-ups are often surprised by how well they remember something they learned as children but have never practiced still swim as well as ever since. （举例说明“过度学习”的好处）A man when he gets back who has not had a chance to go swimming for years can in the water. He can get on a bicycle after many years and still ride away. He can play catch and hit a ball as well as his son. A mother who has not thought about the words for years can teach her daughter the poem that begins “Twinkle， twinkle， little star”。（過渡句）remember the story of Cinderella or Goldilocks and the Three Bears. One explanation is the law ofoverlearninrf ， （举例说明过度学习的弊端）which can be stated as follows： Once we have learned something， additional learning trials increase the length of time we will remember it. In childhood we usually continue to practice such skills as swimming， bicycle riding， and playing baseball long after we have learned them. We continue to listen to and remind ourselves of words such as “Twinkle， twinkle， little star” and childhood tales such as Cinderella and Goldilocks. We not only learn but overlearn. The multiplication tables are an exception to the eeneral rule that we forget rather quickly the things that we learn in school， because they are another of the things we overlearn in childhood. The law of overleaming explains why crammingfor an examination. though it may result in a passing grade， is not a satisfactory way to learn a college course. （最后总结出观点）By cramming， a student may learn the subject well enough to get by on the examination， but he is likely soon to forget almost everything he learned. A little overlearning. on the other hand， is really necessary for one’s future development.
What is the main idea of Paragraph 1？
A. People remember well what they learned in childhood.
B. Children have a better memory than grownups.
C. Poem reading is a good way to learn words.
D. Stories for children are easy to remember.
【解析】根据文章第一段中的“Grownups are often surprised by how well they remember something they learned as children but have never practiced ever since.”可知，文章讲的是成年人常常惊叹他们非常好地记着儿时学过的东西。C、D断章取义，讲得太具体，B项错误，因为那是过度学习的结果，不是儿时记忆力好。所以A正确。
四、注意事项
在高中英语议论文文本解读中不能单一片面的简单开展，一定要结合实际情况及教学需求，对文本解读维度、方式方法等进行合理应用，教师不能进行误导解读，必须首先对议论文文本进行深入了解掌握，要结合核心素养教育理念，将其文本解读维度及方式方法进行明确规划。学生在文本解读中一定要树立提问意识，对不清楚、不明白环节及难点进行提问，而不能单一以自身主观意识去意想、乱猜。
五、结论
综上所述，通过对读懂议论文——基于学科核心素养的高中英语议论文文本解读进行分析研究，主要包括：基于核心素养下高中英语学科教学概述、高中英语议论文文本解读维度、教学案例、注意事项等，为我国高中英语教学顺利开展打下重要基础。
参考文献：
[1]黄珊珊.刍议基于核心素养的高中英语文本解读教学[J].福建教育学院学报，2017，88（3）：17-18.