著名语言学家David Wilkins（1972）认为，没有语法，只能传达很少的信息；没有词汇，则什么都无法传达（… without grammar very little can be conveyed， without vocabulary nothing can be conveyed）。由此可见词汇在语言交际中的重要性。然而，在中学英语教学中，词汇是教师和学生公认的较难攻克的部分，“高耗时低效率”的词汇问题是阻碍中学英语词汇教学顺利开展的绊脚石之一。因此，如何有效进行词汇教学一直是一线英语教师感到困扰的问题，教师对词汇教学的理解也呈现出一些问题与偏差。
第一，教师对词汇教学缺乏科学认识。目前的主流词汇学习基本处于记忆层面，学生进行记忆背诵，教师通过课堂活动或课后作业等进行中英文单词互译考查；教师要求学生分几轮反复背诵高考词汇表，进行单词词组测试、改错。由此，学生对英语词汇学习的印象就是背单词、考单词，简单直接，但提升词汇运用能力和综合语言素养的效果较差。
第二，词汇教学缺乏主题。词汇教学一般是阅读教学的一部分，教师在阅读教学结束后，提炼重点词、词组、句型，学生抄写、记忆单词或用词造句。但是，《课标》在词汇知识部分提出，词汇学习不是单纯的词语记忆，也不是独立的词语操练，而是通过听、说、读、看、写等语言活动，结合具体主题、在特定语境下开展的综合性语言实践活动。因此，具体的主题语境在学生的词汇学习中必不可少。
第三，词汇教学缺乏情境。有些教师在词汇教学的过程中没有创设情境，让学生在情境中理解和运用词汇；学生也没有参与词汇学习情境的创设与创作，没有进行语言的深度学习。而《中国高考评价体系（2019）》重点强调了应对问题情境的能力在培养学科素养中的重要性。同时，《中国高考评价体系（2019）》也在实践探索的语言表达指标下提出，学生应能够根据情境的需要，运用外语进行交流。
本文将以当前高中英语课堂的教学实践为基础，结合笔者自身的教学实践经验，积极探索有效的词汇教学策略，基于情境创设和联想创作培养学生综合运用词汇的能力。
1.词族漫游（Word wanders with family）
（1）活动说明
学生针对目标词汇，通过联想回忆，说出该词的近义词、反义词、同音词、同根词、上下义词、形近词等，建立词族，加深理解，并联想创作。词族建立有助于学生体验构词规律，逐渐实现表达的多样性、丰富性和灵活性。
（2）案例背景与教学目标
本案例基于北师大版高中《英语》（2019年版）必修一Unit 3 Celebrations展開单元整体词汇教学。该单元围绕“文化习俗与传统节日”话题展开，属于“人与社会”主题，以不同形式的语篇展示了中西方节日及重要场合的庆典。教师希望学生能够结合实际生活，实现基于主题的情境创设，描述关于春节等庆典的经历和感受，以及超越主题的迁移运用。案例中，学生应当挖掘单词间的联系，了解词汇的词根、词缀，掌握词性变化规律，形成单词记忆链条，并自主创设情境使用词汇，提高语言运用能力。
（3）情境创设与联想创作
Step 1：学生尽可能多地依次罗列并说出本单元某个词汇的词族。
Step 2：学生自行选择具有丰富词族的词汇，并进行基于主题和超越主题的情境创作。
以下是学生基于expect词族创作的作品（基于主题）：
A famous TV presenter was invited to attend the Water-Splashing Festival， which he always looked forward to. As the festival was around the corner， he expected to experience the festival so much that he went to the square early with great expectation. Unexpectedly， there was no one there except a few passers-by. All of a sudden， a large crowd of local people appeared with buckets of water from different directions. The celebration started！ He enjoyed himself， with an expectant look on his face， and expressed the wish to join such a festival again！
以下是学生基于represent词族创作的作品（超越主题）：
At present， there is an increasing number of people who have realized that nature is the best present that humans have been presented with. To solve the present environmental problems and enjoy a greener living， everybody is supposed to be present to do his / her part， and prizes have been presented to those who have made outstanding contributions to environmental protection. As one representative who was present at the award ceremony， Jim made a brilliant presentation and presented his concerns about environmental issues as well as his contributions to build a better environment， and he said， “The present effort to improve the environment is the best gift for the next generations.”
2.图文创作（Picture the words）
（1）活动说明
图片联想，即将独特的形象与需要记诵的内容通过联想有意识地联系起来，从而达到增强记忆和理解的效果。图文创作尝试用直觉的、灵感的、形象的词汇教学方法提高学生的创新性学习能力。学生观察与主题相关的图片，从单元词汇表中选出相关词语，进行基于主题的图片描述；学生观察与主题显性无关的图片，基于实际表达需求，发挥想象力，从单元词汇表中选出相关词汇，进行超越主题的联想创作和迁移运用。
（2）案例背景与教学目标
本案例选用的教学内容是北师大版高中《英语》（2019年版）必修二Unit 6 The Admirable，单元话题是“对社会有特殊贡献的人物”，属于“人与社会”主题。案例中，教师引导学生将图片与单元词汇关联，进行图文转码，培养学生的创新学习能力。（3）情境创设与联想创作
Step 1：教师展示与该单元主题相关和显性无关的图片。
Step 2：学生看图列出可描述该图片情境的单元词汇。
Step 3：口头创作主题意义下的和超越主题的情境叙事或说明。
例1：学生基于毛主席的照片（图略），联想本单元词汇，如admire、respect、renown、commit、remarkable、contribution、inspire等，并生成如下表述（基于主题）：
Chairman Mao is renowned at home and abroad. We all admire him for his wisdom and bravery， who has won the respect of the whole nation. He is a great man of energy and has committed himself to fighting for the happiness of the people. He is regarded as “the great savior of Chinese people”. His remarkable contributions to the whole country will always inspire us to continue the mission of building a more prosperous China.
例2：学生基于仰望星空的图片（见图1），联想到本单元词汇strike、the other day、come across、recognition、honor、gain、further、stage、establish、effective、potential、in spite of、integrate、promising、eventually、advance等，下面是學生创作的作品（超越主题）：
It struck me that I need to go out for a walk the other day. As it happened， I came across another guy who was appreciating the amazing night sky， and we talked a lot about the recognition and honor that we each had gained and the further pursuit. And we both agreed that at different stages of life， it’s important to “look up to the stars”and establish one’s dream， and it also matters to “look down to the earth” and take effective measures to solve tons of potential problems in spite of various difficulties. Only by integrating doing and dreaming， can we have a promising future and eventually make new advances.
3.双圈分享（Circle the ideas）
（1）活动说明
学生根据分组进行内外圈组合，如图2所示。教师随机分发词汇条，内外圈学生结合实际生活，运用词汇条中的生词及短语分别进行基于和超越主题的创作。创作完成后，内外圈同学互相分享，即：内圈学生1和外圈学生1、内圈学生2和外圈学生2进行分享，以此类推。第一轮分享后，内圈同学顺时针走位，如图3所示。第二轮分享时，学生把第一轮听到的与对方分享，并可在此基础上进行补充和完善。学生在自己所创设的丰富情境中进行双循环分享，由此对所提供的目标生词有了更深刻的理解。
（2）案例背景与教学目标
本案例是基于北师大版高中《英语》（2019年版）必修一Unit 1 Life Choices的单元整体词汇教学。该单元围绕“人生选择”的话题展开，属于“人与自我”主题，以不同形式的语篇展示了多样的人生选择，引导学生反思自己的生活方式和未来人生发展的选择。本课的教学目标是学生能够灵活运用不同词性的单元词汇进行主题内外的表达，结合不同词性生词的情境创设与联想创作加深学生对句子成分和结构的理解和运用。
（3）情境创设与联想创作
Step 1：学生课前按照词性自主进行单元词汇的分类。
以下是学生根据名词、动词、形容词、副词和短语进行的分类：
名词：campus、schedule、confidence、competence、pressure、challenge、expectation、target、tension、stress等；
动词：differ、recover、challenge、addict、drag、update、suffer、remove、seek、inspire、apply、intend、adapt等；
形容词：senior、secondary、stressful、challenging、previous、dynamic、plus、various、stressed、unstable、tough等；
副词：unfortunately、definitely、actually、ahead、downtown、entirely、 absolutely、thus、independently、beside等；
短语：tend to do sth.、get ahead、suffer from、to be frank、due to、in other words、graduate from、adapt to等。
Step 2：课上，学生按照内外圈形式对应组合。
Step 3：教师随机分发词汇条，其中包含一个名词、一个动词、一个形容词、一个副词和一个短语。
Step 4：基于所提供词汇，内外圈学生分别进行主题内外的口头创作和分享。
例如，内圈学生1被提供的是stress、remove、senior、absolutely、adapt to，外圈学生1被提供的是confidence、addict、various、unfortunately、to be frank。
以下是内圈同学1的创作（基于主题）：
内圈同学1：As a new senior high school student， I feel so stressed because I have come to a challenging new situation. And the life in senior high school is absolutely different from it in junior high school. There are a lot of group discussions in class and different clubs we can attend after class. In order to remove my stress and adapt to the new situation， I have to set a clear goal for myself and try my best step by step.
以下是外圈同学1的创作（超越主题）：
外圈同学1：To be frank， I am addicted to my cellphone because there are various apps in it. With the development of technology， countless apps have been invented for different purposes. For example， Keep is an app for exercise which I can use to get into shape and develop my confidence. Unfortunately， every time I plan to use Keep， I will be attracted by other apps and spent a lot of time on them.
4.故事接龙（Relay the stories）
（1）活动说明
《课标》要求教师要根据学生的心理和认知特点，设计多种多样、有意义且有趣的活动让学生及时练习和运用所学词汇，在设计运用阶段的活动时应尽量创设情境。在进行英语词汇教学时，教师可以创设故事情境，即将目标教学单词串成有一定语境的故事，让学生在学习单词音、形、义的同时，能够从故事中体会词汇的意义，掌握词汇的用法，更加深刻直观地记忆单词（成丽媛，2014）。该案例采用的词汇教学策略是故事接龙。学生四人为一组，学生1用1—3个句子开启故事，其中包含多个单元词汇，学生2倾听和记录学生1所用的单元生词，并用至少1个学生1用到的单元词汇和至少1个新的单元词汇进行故事接龙创作，以此类推，直到完成故事的编写。学生结合自己的实际水平，每次可接龙1—3句。完成后，学生以小组为单位在全班进行分享，其他组在倾听的过程中记录单元生词。通过故事的自编和分享，学生不仅有意识地习得了本单元的主题词汇，还在丰富的故事情境中，加深对主题的了解。
（2）案例背景与教学目标
本案例是基于北师大版《英语》（2019年版）选择性必修二Unit 4 Humour的单元整体词汇教学。该单元围绕“幽默”话题展开，话题从属于“人与社会”主题中的“社会服务与人际沟通”，通过内容丰富、形式多样的语篇，引导学生赏析幽默故事，深入了解喜剧演员，从而了解幽默的作用和影响。本案例的教学目标是学生能够结合本单元主题意义下的目标词汇编出短小精悍、逻辑清晰的幽默故事或其他类型故事。（3）情境创设与联想创作
Step 1：全班分为两大组，两大组下学生再以四人为单位组成小组。
Step 2：第一大组学生结合单元词汇，完成幽默故事的接龙；第二大组学生完成其他类型故事的接龙。
下面是一则由学生编写的幽默故事（基于主题）。学生所用单元词汇为mood、energised、unfortunately、embarrassed、terrified、potential、tension、afterwards、confused、astonished。
学生1：A boy， in a good mood and energised， was playing football in the street. He played it so quickly that the ball flew straight into a house. Unfortunately， the window of that house was broken.
学生2：The boy， embarrassed and terrified， ran away because unfortunately a woman came to the window with the ball in her hands and shouted at him angrily.
學生3：Even though the boy was embarrassed and afraid， he didn’t go home and still wanted to get his ball back potentially.
学生4：To make it potential， he knocked at the door with tension. When the woman opened the door， the boy said，“Sorry， my father will come to mend your window very soon. Can I have my ball？”
学生1：“Well，” said the woman. She gave him the ball to ease his tension. Afterwards， a man came to the door with a bag.
学生2：The man mended the window and afterwards gave a bill to the woman who was confused.
学生3：“But aren’t you the father of the boy？” the woman was astonished and asked. The man was also confused and said， “No， are you his mother？”
下面是一则由学生编写的冒险故事（超越主题）。学生所用的本单元词汇包括enhance、well-being、unfortunately、unbalanced、dizzy、terrified、consume、anxiety、tension、accidentally、encounter。
学生5：Last summer， our family members travelled together in boat to enhance our well-being. Unfortunately， the weather got bad. The gale made the ship turn over.
学生6：Without well-being， the unbalanced ship made us dizzy and terrified. The strong wind was continuing and many people fell into the sea.
学生7：We consumed a lot of food and did not have enough to support all of us， which terrified us so much. At that time， we were facing to choose who would survive.
学生8：In order to give the chance to my children， my wife and I chose to jump into the sea without consuming the food and water which were really needed in that situation. In this way， most people’s anxiety and tension could be reduced.
学生5：I thought we would die， but we still did not give up life. Accidentally， we encountered something big which we thought were sharks， but dolphins actually. Dolphins were so friendly that we decreased our tension and knew we could survive because of their help.
结语
本文从高中英语词汇教学的实际情况出发，提出了四个基于情境创设和联想创作的词汇教学策略。这样的教學策略有助于加深学生对词汇的理解，提高学生的联想能力、表达能力、情境创设和迁移创作能力，帮助学生形成终身有益的创新精神和创新品质，成为新时代的创新人才。
参考文献
Bruner， J. 1960. The Process of Education[M]. Boston： Harvard University Press.
Wilkins， D. 1972. Linguistics in Language Teaching[M]. London： Edward Arnold.
成丽媛. 2014. 情境教学法在高中英语词汇教学中有效运用的研究[D].湖北： 华中师范大学.
教育部. 2018. 普通高中英语课程标准（2017年版）[S]. 北京： 人民教育出版社.
教育部考试中心. 2019. 中国高考评价体系[S]. 北京： 人民教育出版社.
蒋炎富，正高级教师，英语特级教师，教育部国培计划名师领航工程“蒋炎富名师工作室”主持人。
姜露茜，北京市第十二中学教师。陈鹏，北京市第九中学教师，教育部国培计划名师领航工程“蒋炎富名师工作室”成员。
