WeMADE教学 · 形成概念 │ Book2Unit2 The road to my …

杨晓岗

分析综合推理法

1、分析：

导语（教师提供的学习支架1）

同学们，分析就是分解，将文章整体分解为各个组成部分，再去辨识它们分别都是什么？如，第1段是金发女郎与小熊🐻的童话故事，第2-10段是作者选择大学专业的故事。

2、综合

导语

综合就是组合，即将分解组成部分按某种关系组合起来再观察它是什么。如1. 同学们建立工程专业阶段 2. 图形设计专业阶段 3. 新闻学专业阶段三个阶段之间联系，可以观察到它是“自我效能感”的概念，包括定义与作用（影响力）等。

注：导语形式的学习支架是一种有效的教学方法，它可以为学生提供引导和支持，降低学习难度，激发学习兴趣，促进知识的建构。教师在设计导语时，要了解学生的需求和兴趣，明确学习目标和重点，运用多种表达方式，语言简洁明了，让导语更加生动有趣，吸引学生的注意力。本节课上，教师提供导语支架，引导和支持学生开展分析综合在The road to my major单元课文阅读理解中的应用。

好，那我们来对课文进行具体的分析综合推理：

一、分析

1、分解组成，看每个组成都是什么？

第 1 段：

• 介绍了童话故事“金发姑娘和三只熊”中，金发姑娘尝试三只熊的粥，最终找到适合自己温度的粥并吃完。由此引出主人公选择大学专业如同金发姑娘找粥，也经历了多次尝试才找到适合自己的专业和职业。

第 2 段：

• 强调对于很多人来说，找到自己真正想做和热爱的事情是一个漫长的自我发现过程，就像主人公选择大学专业一样历经波折。

第 3 段：

• 讲述主人公高中时曾想从事工程职业，因为对大型工程结构着迷且擅长数学，但在面临 AP 数学课程时犹豫了，发现自己虽喜欢看工程奇迹，却不喜欢成为工程师所需的数学和科学工作，从而对工程专业的热情降低。

第 4 段：

• 主人公开始考虑与工程完全相反的、自由和艺术的方向，浏览大学网站寻找专业选项时，图形设计专业让她想起童年大量绘画的经历。

第 5 段：

• 说明图形设计专业的要求不高，但主人公对其并不兴奋，觉得这个“粥”太凉了，不适合自己。

第 6 段：

• 此时主人公感到非常沮丧，这也是许多大学生在选择专业时的共同感受。她向导师请教，仔细阅读职业服务网站信息，继续为专业选择而犹豫。

第 7 段：

• 直到接到父亲的电话，在与父亲交流中，主人公提出申请校园学生报纸的职位。父亲的话让她突然意识到新闻学可能是自己的追求，结束了长久的专业选择犹豫。

第 8 段：

• 主人公反思为什么之前没有想到新闻学是自己的追求，回忆起自己童年在写作方面的成就以及大学时朋友让自己校对论文等，这些迹象表明她在写作方面有能力。

第 9 段：

• 主人公认为新闻学是工程和图形设计的完美平衡，既有结构（如语法规则、新闻风格等），又有艺术性（可探索有深度的话题并创造性表达）。

第 10 段：

• 主人公最终选择新闻学专业并辅修英语，申请报社工作成功。她觉得自己很幸运在 20 岁时找到了适合自己的专业，既节省了学费，又找到了热爱的事业。

2、根据思维导图（教师提供的学习支架2，支架课前或课中发给学生进行学习），请同学们找出三个选择阶段的共同点。

1. 工程专业阶段：

• 主人公高中时曾想成为工程师，因为对大规模工程结构的着迷以及擅长数学。这显示出她在这个阶段对自己在工程领域的能力有一定的自我效能感。

分析：由于高中擅长数学，对工程结构的兴趣（着迷），所以觉得自己能胜任（信心）工程领域

• 然而，当面临 AP 数学课程时，她犹豫了，意识到自己并不喜欢成为工程师所需的数学和科学工作，自我效能感降低。

分析：当不擅长AP数学时，又觉得自己不能胜任工程领域

2. 图形设计专业阶段：

• 看到大学网站上的图形设计专业，想起童年的大量绘画经历，这使她对这个专业有一定的尝试意愿，体现出一定的自我效能感。

分析：童年的大量绘画经历，尝试这个专业的兴趣（意愿），觉得自己能胜任图形设计领域

• 但由于进入该专业要求不高且自己对其并不感兴趣，自我效能感再次降低，选择放弃。

分析：没有兴趣，觉得自己做不了这行，选择放弃。

3. 新闻学专业阶段：

• 经过与父亲的通话，以及对自己过往写作成就的回忆，主人公突然意识到新闻学是自己的追求。她在英语和写作方面一直表现出色，赢得写作比赛、在拼写比赛中获第二名、在大学为朋友校对论文等，这些经历让她对自己在新闻学领域的能力有了较高的自我效能感。

分析：自己过往写作表现出色及浓厚兴趣（追求），觉得自己可以胜任新闻领域。

• 最终选择新闻学专业并 minor 英语，成功申请到报社工作，进一步增强了她在这个领域的自我效能感。

二、综合

建立三个平行结构关系的阶段，进行组合观察。方法：比较法。比较相同点，形成概念;比较不同点形成分类。（这段话非常关键！）

1、求同

对相同点进行归纳，产生概念。

根据主人公的三个专业选择阶段中的共同点归纳，自我效能感可以定义为：

1、属种差定义

自我效能感是一种个体的心理认知状态（属）。它由个体以自身特定经历为基础，并结合对不同专业领域的兴趣程度，进而对自身在特定专业领域能否取得成功做出推测与判断（种差）。

2、描述性定义

自我效能感是个体基于自身特定经历（如高中擅长数学、童年绘画经历、过往写作成就等）以及对不同专业领域的兴趣程度，对自己是否有能力在特定专业领域取得成功所进行的推测与判断。它会随着个体对自身能力和兴趣的认知变化而起伏，影响着个体在专业和职业选择上的决策。

下定义的两种方式

1）属加种差定义法

● 这是一种常用的定义方法。首先确定事物所属的类别（属），然后指出该事物与同一属中其他事物的区别（种差）。例如，“人是会制造和使用工具的动物”，“动物”是属，“会制造和使用工具”是种差。

● 对于“自行车”，可以定义为“一种以人力为动力，有两个轮子、一个车架和一套传动系统的交通工具”。“交通工具”是属，“以人力为动力，有两个轮子、一个车架和一套传动系统”是种差。

2）描述性定义法

● 对于一些难以用属加种差定义的事物，可以采用描述性定义法。通过描述事物的特征、功能、用途等方面来定义事物。例如，“爱情是一种强烈的情感，通常表现为对某人的深深喜爱、关心和渴望在一起”。

● “幸福是一种内心的满足感，当人们感到生活充实、有意义，并且被爱和关心包围时，就会体验到幸福”。

The road to my major

1Do you know the fairy tale of “Goldilocks and the Three Bears”? Goldilocks entered the house of the three bears. There, she tried Papa Bear’s porridge, and it was too hot. Mama Bear's was too cold. But Baby Bear's was just right, so she ate it all up.

Thus, essentially, she committed the crime of burglary and grabbed a full serving of food belonging to an innocent child. Shame on her!

2Interestingly, the plot in this fairy tale is very similar to my experience in choosing my college major. It took me three tries as well to find a major and a career that I loved and that fit me. For many of us, it can be a very lengthy process of self-discovery before we realize what we want to do and what we are really passionate about.

3Believe it or not, engineering was my high school version of a future career. Sounds weird, doesn't it? I, currently a writer who does nothing with numbers, wanted to be an engineer during my high school years! At that time, it truly made sense, though. I was extremely obsessed with the magnificence of massive engineering structures. I would wander the streets of Boston gazing up at the skyscrapers in awe, and I was so fascinated by roller coasters in the theme parks. I was good at math and was doing well with the advanced math classes, but when it was time to take the AP (Advanced Placement) math course in high school, I hesitated. Why? i lacked confidence and knew thete was a chance i wouldn't succed.

4I started questioning my decision to become an engineer, so the first semester at college, I took the introductory engineering math class to confirm or disprove my doubt - whether I have a talent for engineering.Well, I struggled. Not just “T'm having trouble with this chapter" kind of struggle. The concepts were simply beyond me. My math level was fairly advanced in high school, but at college I found I wasn't up to par. I struggled so much that I dropped the course and gave up my high school dream - to become an engineer. The porridge was too hot!

5My classmates were surprised to know I had switched from science to the humanities.I also had a new-found hatred of math thereafter - so much that to this day I don't even want to calculate the tip on a restaurant bill. I felt the subject let me down, so my next career consideration was, naturally, to do something on the opposite side of the spectrum, something free and artistic.

6 I browsed the options on my college website. The graphic design program reminded me of my childhood days of excessive drawing. This part of the porridge turned out quite brief, since the requirements to enter the program were not demanding. Nevertheless, I still didn't feel quite right because I was not excited about it. I walked away. The porridge was too cold!

7 It was at this point that I felt completely frustrated, a sentiment shared by many college students browsing majors. I picked the brains of my advisor, carefully read the information on the career services website, and continued to hesitate about my major choice. Things didn't change till I got a phone call from my dad. Talking to him, I threw out the idea of applying for a position at a student-run newspaper on campus, more like a last resort than an actual consideration. “You know, you've always been good at writing," he said. You know what? My prolonged hesitation over my major ended dramatically, not with more excessive overthinking, but rather, as a sudden realization. All I needed was an outside source to confirm the fact:Journalism was my calling.

8 “Why didn't it hit me before?" I asked myself. As a child, I won writing contests and got second place in two Spelling Bees. I earned straight A's in English and writing classes. Even at college, friends let me proofread their papers. The signs were right there in front of me, but I just ignored them because I didn't think my abilities were unique.

9 Joumalism, to me, is the perfect balance between what I loved about engineering and graphic design. It's structured, like engineering, in the fact that you need to know grammar rules, journalistic styles, press releases, and the like. But it's also artistic in the fact that you get to explore a range of thought- provoking topics, express them in a creative light, and put them all in front of readers.

10 I ended up majoring in journalism with a minor in English after rediscovering my love

for writing. I then applied for the newspaper job and was accepted on my first try. I was lucky enough to be at a school with a reputable journalism program. I was also lucky in the sense that I discovered my career aspirations at the ripe age of 20, not just because it saved me unknown tuition dollars pursuing unknown degrees with unknown extra classes. I found the porridge just right, so I swallowed it.