挖掘主題意義，促進續寫協同

邵晨

【問題導讀】

讀后續寫作為高考寫作新題型，要求考生在正確理解和把握原文及所給段首句的基礎上，續寫兩個與原文的主題、情節、語言及邏輯相融合的段落。依據讀后續寫的評分標準，考生對文章的主題思想的把握，是得分高低的決定性因素。也就是說，若續寫的段落偏離了文章的主題，不管續作的情節有多巧妙，語言運用有多高級，邏輯銜接有多緊密，考生得到的分數都不會很高，甚至可能會在及格線以下。那么，什么是文章的主題？考生又要如何把握文章的主題呢？本文將介紹幾種方法，助力考生進行主題意義的探究，進而促進續寫協同。

【名師導學】

文章主題指的是貫穿文章始終的作者的整體寫作意圖，也是作者所要表達的價值取向和道德立場。在讀后續寫中，考生只有正確理解閱讀材料的主旨，才能確保續寫的內容和情節與原文銜接緊密，提升續寫的協同性。表1歸納了近幾年高考中讀后續寫題的主題語境和具體的主題意義，旨在幫助考生在大腦中構建主題圖式，備戰高考。

由上表可知，讀后續寫的主題語境通常涵蓋人與自我、人與社會、人與自然三大類別，內容均來自實際生活，如家庭生活中或溫情或有趣的故事，外出旅行時或有趣或驚險的經歷，學?；蚣抑邪l生的成長故事，學?；蛏鐣习l生的溫情故事，等等。

可以預見，今后讀后續寫的主題將會繼續依據正能量原則，圍繞人與自我、人與社會、人與自然三大主題語境，依托語篇考查考生的邏輯思維、批判思維和創新思維能力。

除了了解常見的語篇主題，構建主題圖式，考生還需具備分析語篇主題意義的能力。具體而言，考生可以從以下五個角度切入，挖掘文本的主題意義。

1. 讀標題，猜測文本主題。標題是文章主題意義或主旨思想的核心凝練，起到提綱挈領的作用?；跇祟}，考生可以初步感知并預測文章的故事背景和主旨大意，為后面細讀文章、梳理故事情節奠定基礎。

2. 讀情節，分析文本主題。情節是敘事類語篇中連貫故事的必備要素，是按照因果邏輯組織起來的一系列展示人物性格、推進主題意義的具體事件。情節發展就是從上一個平衡被打破到下一個平衡被建立的動態過程，語篇主題意義的構建就是在這種動態過程中得以實現的。因此，通讀文本并梳理故事情節，解讀邏輯線索，對分析文本主題十分重要。

3. 讀人物，感悟文本主題。人物、主題、情節是敘事類語篇的三要素，是高度融合的統一體。人物塑造服務于情節推進，情節推進更離不開人物刻畫。最終，人物塑造和情節構建交織在一起，共同服務于主題構建。因此，細讀人物刻畫，感悟人物性格與情感變化，是探究文章主題意義必不可少的一個環節。

4. 讀伏筆，推斷文本主題。伏筆是文學作品中常用的一種表現手法。它可以理解為前段文章為后段文章留下的線索，也可以理解為上文對下文的暗示。好的伏筆能夠使文章結構緊湊、邏輯融洽。伏筆對情節的推進和主題意義的構建有著不可小覷的作用，因此，重視對伏筆的閱讀和把握，對主題意義探究至關重要。

5. 讀主題句，驗證文本主題。主題句是對全文中心思想、核心內容及寫作意圖的核心凝練。主題句經常出現在文章的首段和尾段。結合前面的四種方法，即對標題的猜測、對情節的分析、對人物的感悟及對伏筆的推斷，考生可以再次掃讀文章，嘗試尋找文章的主題句，以驗證文章主題。需要注意的是，有時候文章不會直接給出主題句，考生可以在續寫的第二段添加主題句，以起到畫龍點睛的作用。

【案例導引】

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。

A selfless saver

Robbie loved swimming in the sea. When he was a little boy， he had always dreamedof becoming a professional swimmer. And he moved well on his career journey when hegrew up. But one day， unfortunately， he got badly injured while he trained for a swimmingcompetition. After months of treatment， his condition got better. But for the sake of （為了……著想） his health， the doctor strongly advised him never to go swimming again. Thenews broke his heart.

Despite the fact that he had to give up swimming， his love for swimming never died. Sohe rented a beach house， which would allow him the comfort of being close to seawater.And to make ends meet， he tried to sell souvenirs to tourists who visited the beach.

One early summer evening， Robbie was making his way home from the beach when heheard a cry. It was reported that it might rain that day， so most people had left the beachearly. But Robbie believed he had heard something. The cry came again， and he had aquick look around. He found the beach was empty. Suddenly， he heard a shout from the sea.

“Help！” a frightened and tired kid shouted. The kid was 12 years old， called Nicole，and lived in an orphanage （孤兒院）. She lost her parents when she was a baby. Her parentswere professional swimmers and she dreamed about becoming a good swimmer like them.That early summer evening， after dinner， she left the orphanage alone and went to thebeach， hoping to learn to swim on her own. The girl almost drowned. When she was callingfor help that evening， Robbie happened to hear it.

He immediately called the police.“ But waiting for help might be too late，” Robbiethought. He thought of how lifethreateningit was for him to swim.“ The kid is drowning！”but he thought as he fought his fear“. I must help.”

注意：續寫詞數應為150左右。

Paragraph 1：

Then， he dived in.__________________

Paragraph 2：

Feeling pity for Nicole， Robbie decided to teach her how to swim._____________________

文本解讀

一、讀標題，猜測文本主題

本篇文章的標題是“A selfless saver”，通過此標題，我們可以猜測出本文敘述的是一個見義勇為的救人故事，其主題語境屬于人與社會。文章通過講述救助者不顧自己的安危，救助困難群體的故事，傳遞了社會生活中人與人之間的溫情與愛心，弘揚了中華民族的傳統美德，傳遞了“贈人玫瑰，手有余香”的社會正能量。

二、讀情節，分析文本主題

故事情節可以通過“故事山”的形式進行梳理?！肮适律健笔怯⒚绹抑行W階段廣泛應用的視覺閱讀輔助工具，它可以幫助學生快速厘清故事發展脈絡，為探究主題意義提供支撐?！肮适律健敝饕譃槲宕蟛糠郑ㄈ鐖D1）：開頭（opening）、發展（buildup）、困境（dilemma）、解決（resolution）、結尾（ending）。開頭部分需要交代故事發生的背景，即時間、人物、地點等情境信息；發展部分需要交代推動情節發展的關鍵事件；困境部分需要交代故事的主要矛盾和急需解決的問題；解決部分需要交代主要矛盾的解決辦法；結尾部分需要呈現人物的相關結局和主要矛盾的解決結果。

通過圖1的“故事山”，我們可以清晰地看到該故事的情節發展，即一個夢想成為專業游泳運動員的游泳愛好者，因為訓練受傷，而不得不放棄自己的夢想，更令他心碎的是，醫生建議他此生不再游泳，以保證身體健康。有一天，他在海邊聽到了一個溺水女孩的呼救聲，此時，故事迎來了它的高潮部分，主人公陷入一個兩難的境地：一方面，醫生建議他此生不再游泳，否則會威脅身體健康；另一方面，女孩正在大海中掙扎，隨時都有溺亡的危險，若等警察到場救援，恐怕為時已晚。我們可以結合標題“Aselfless saver”以及續寫第一段的段首句“Then， he dived in.”，分析出文本的主題為人間大愛與社會溫情，即奮不顧身救助弱小的無私奉獻精神，以此弘揚中華民族的傳統美德。

三、讀人物，感悟文本主題

本故事中一共出現了三個人物，即主人公（救助者）羅比、溺水女孩妮科爾以及警察，其中對主人公的刻畫筆墨最多，溺水女孩次之，警察在原文中的描述被一筆帶過。人物解讀一般主要從性格和情感變化兩個角度進行。想要讀懂人物的性格，需要仔細品讀原文對人物的語言、行為、神態和心理的刻畫。至于情感變化，可以從描述類的形容詞直接獲取，也可以從人物的語言、行為、神態等間接推測。本文主要人物性格分析見表1，主要人物情感變化見表2。

通過表1的人物性格分析，我們可以看出主人公羅比積極向上、正能量的性格和無私奉獻的精神。通過表2的人物情感變化分析，尤其是在小女孩溺水的緊急狀況下，在顧全自己的身體健康和救助小女孩的兩難境地下，羅比毫不猶豫地選擇跳水救人，這種堅定與果敢使得主人公關愛弱小、無私奉獻的精神躍然紙上，本文的主題意義也呼之欲出，即弘揚關愛弱小、犧牲奉獻的人間大愛與社會溫情。

四、讀伏筆，推斷文本主題

伏筆對于推動情節發展和主題意義構建十分重要。例如，文章第一段的第六句話“But for the sake of his health， the doctor strongly advised him never to go swimmingagain.”就是最大的伏筆，這句話與最后一段的“I must help.”形成鮮明的對比，更加凸顯出主人公偉大的奉獻精神，本文的主題意義也因此更加清晰。

參考范文

Paragraph 1：

Then， he dived in. With a strong will， Robbie reached the girl struggling in the sea andmanaged to pull her up to the beach. Unfortunately， he was very tired， and immediatelyfainted. When he woke up， he was in hospital. A policeman visited him to get the details ofthe incident and to let him know the girl was alive and well.

Paragraph 2：

Feeling pity for Nicole， Robbie decided to teach her how to swim. He found the girl andasked，“ Do you want me to teach you to swim？” Nicole nodded happily. Under his years ofpatient guidance， Nicole eventually grew up to be a professional swimmer and won manymedals. Robbie was glad and proud that he helped Nicole realize her dream. He was also?content with his life.

【模擬導練】

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。

Our car ran over the sand and rocks， leaving a cloud of dust. It was a beautiful springday. The sun was bright and the sky was clear—perfect conditions for offroading（越野駕駛）. Back then， in 1984， my wife Sue and I were living in southeastern California. Theviews were wonderful， but with dangers. The temperatures could rise above 50 ℃， and therewas no place for tourists to go offroadingwithout enough preparation.

Sue and I always took a bag with us， packed with snacks， water， and a firstaidkit. Wealso had a car specially changed for driving in the desert. With it， we could go anywhere ajeep could go.

That day， we drove about 20 miles into the park. Around midday， we stopped to have arest. As usual， we could see the desert before us. When the spirit of adventure moved us，we went back into the car. But when I turned the key nothing happened. I tried again andagain. Nothing happened. I could see Sue was thinking the same thing—the enginewouldn't start.

Our car had one strange problem. About once a year， it would refuse to start. If leftovernight， the engine would run just fine the next morning. But no one could find anythingwrong with our car. Because it happened so rarely， we'd just learned to live with it. But ithad never happened suddenly.

“What should we do？” I felt a little anxious. I hadn't seen a person on our drive outhere， and we had no way to call for help.“ We could walk back to town，” Sue said. Eagernot to waste any more daylight， we quickly packed our things. We were about to set offwhen Sue called my name.“ Look！” she cried. Sure enough， there was something， gettingcloser.

注意：續寫詞數應為150左右。

Paragraph 1：

It wasn't long before I could make out what it was—a jeep！____________________

Paragraph 2：

He checked the engine and said“， I know what's wrong.____________________

【評價導思】

1. 本文的主題是什么？我是如何發現并確定本文的主題的？

2. 續寫這篇文章的時候，我是如何照應文章的主題的？

3. 除了本文的主題，高考讀后續寫還有哪些常見的主題？