運(yùn)用反向推導(dǎo)進(jìn)行讀后續(xù)寫情節(jié)構(gòu)架的策略研究

周萍

摘? ? 要：在讀后續(xù)寫中學(xué)生難以在有限的時(shí)間內(nèi)快速構(gòu)思情節(jié)。為解決這一問(wèn)題，學(xué)生可運(yùn)用反向推導(dǎo)快速搭建情節(jié)。首先通過(guò)核心沖突和隱藏線索預(yù)設(shè)故事的結(jié)尾，然后以故事的預(yù)設(shè)結(jié)尾來(lái)推導(dǎo)中心情節(jié)，最后與段首句合圍，推斷出兩段續(xù)寫的具體情節(jié)，完成對(duì)故事情節(jié)的整體構(gòu)架。

關(guān)鍵詞：讀后續(xù)寫;反向推導(dǎo);中心情節(jié)

讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的考查形式，對(duì)學(xué)生語(yǔ)言能力的要求較高。筆者在調(diào)查中發(fā)現(xiàn)，接近半數(shù)的學(xué)生認(rèn)為自己能讀懂故事的大意，但由于缺乏對(duì)故事發(fā)展線索的分析能力和對(duì)故事發(fā)展細(xì)節(jié)的想象能力，難以在有限的時(shí)間內(nèi)，編排出后續(xù)的故事情節(jié)。下面，筆者來(lái)談?wù)勅绾瓮ㄟ^(guò)反向推導(dǎo)構(gòu)架故事的后續(xù)情節(jié)，從而實(shí)現(xiàn)對(duì)續(xù)寫故事的快速構(gòu)思。

一、運(yùn)用反向推導(dǎo)構(gòu)架情節(jié)的教學(xué)策略

反向推導(dǎo)即先設(shè)定故事的結(jié)尾，再根據(jù)預(yù)設(shè)的結(jié)尾反推情節(jié)。許多作家害怕預(yù)設(shè)故事結(jié)尾會(huì)束縛他們。其實(shí)，恰恰因?yàn)橛辛私Y(jié)尾，人物才能在結(jié)尾規(guī)定的范圍內(nèi)更有創(chuàng)造性[1]。

（一）由核心沖突和隱藏線索預(yù)設(shè)結(jié)尾

結(jié)尾是故事最具挑戰(zhàn)性的部分。結(jié)尾必須解決沖突，從而讓大家把懸著的心放回肚子里。故事的結(jié)尾必須把松散的情節(jié)扎緊打牢，而且要成為畫龍點(diǎn)睛之筆[2]。而沖突被公認(rèn)為故事的引擎，是故事中兩個(gè)以上勢(shì)不兩立方面之間的矛盾沖撞。故事中的沖突通常比生活中的矛盾更加集中，更加迅速，這也直接導(dǎo)致了故事的進(jìn)展緊張，曲折多變。因此，可以找出故事中最突出的矛盾，即核心沖突，以沖突的解決作為故事的終點(diǎn)，來(lái)完成對(duì)結(jié)尾的預(yù)設(shè)。

此外，故事中隱藏的線索對(duì)預(yù)設(shè)結(jié)尾也有幫助。俄國(guó)作家契訶夫有一句名言：在第一幕出現(xiàn)的槍，在第三幕中必然會(huì)發(fā)射[3]。這里的“槍”指的是寫作時(shí)作者在故事前面隱藏的線索，“發(fā)射”則是在后面的故事中發(fā)揮作用或得以體現(xiàn)。因此，對(duì)作者而言，故事中沒(méi)有細(xì)節(jié)是漫不經(jīng)心隨意擺放的。讀后續(xù)寫需要先以讀者的身份解構(gòu)故事，在此基礎(chǔ)上建立順序思維，然后將角色轉(zhuǎn)換成作者，完成故事剩余部分的建構(gòu)。所以，閱讀時(shí)，必須細(xì)心揣摩原文作者留下的線索，如一件有特殊含義的物品、一個(gè)隱喻、一個(gè)事實(shí)，甚至只是一個(gè)詞、一句話，因?yàn)樗鼈優(yōu)楣适碌陌l(fā)展指明了方向。在預(yù)設(shè)結(jié)尾時(shí)將它們考慮在內(nèi)，對(duì)隱藏的線索有交代或回應(yīng)。

（二）依據(jù)預(yù)設(shè)結(jié)尾反推中心情節(jié)

預(yù)設(shè)結(jié)尾后，需要根據(jù)設(shè)定的結(jié)尾反推出續(xù)寫部分的中心情節(jié)。文學(xué)作品中的情節(jié)，并不是一些生活事件的簡(jiǎn)單羅列鋪陳，而是作家依據(jù)一定的原則，通過(guò)一定的藝術(shù)處理，加以組織、安排而成的[4]。故事能否對(duì)讀者產(chǎn)生吸引力，往往取決于情節(jié)設(shè)計(jì)和寫作立意[5]。中心情節(jié)通常為續(xù)寫時(shí)使用筆墨最多，對(duì)細(xì)節(jié)起統(tǒng)領(lǐng)作用的部分。如果說(shuō)故事的結(jié)尾是比賽的終點(diǎn)，那么，續(xù)寫部分的中心情節(jié)，承擔(dān)著結(jié)束故事的作用，相當(dāng)于對(duì)終點(diǎn)發(fā)起的沖刺。所以，中心情節(jié)一旦確定，續(xù)寫部分的其他具體情節(jié)就能圍繞中心，不偏離故事的主線。

（三）與段首句合圍完成情節(jié)構(gòu)架

讀后續(xù)寫要求學(xué)生根據(jù)已知信息推斷未知信息，因此學(xué)生不僅要充分解讀已有信息，還需要具備一定的想象力和創(chuàng)造力，使所填補(bǔ)的未知信息與已知信息具有整體一致性、科學(xué)邏輯性以及順暢連貫性[6]。讀后續(xù)寫題型中所給出的段首句常為故事情節(jié)發(fā)展的過(guò)程句，這在一定程度上限制了學(xué)生天馬行空的想象，并對(duì)后續(xù)故事的發(fā)展起著提示和引導(dǎo)作用。因此，在對(duì)情節(jié)進(jìn)行反向推導(dǎo)時(shí)，要關(guān)注兩段段首句在情節(jié)構(gòu)架中所起的勾連作用。預(yù)設(shè)結(jié)尾、中心情節(jié)與段首句三者合圍，依據(jù)邏輯發(fā)展，逐句向前推導(dǎo)，關(guān)注句間銜接，填補(bǔ)缺漏情節(jié)，完成對(duì)故事情節(jié)的完整構(gòu)架。

二、運(yùn)用反向推導(dǎo)構(gòu)架情節(jié)的教學(xué)實(shí)踐

現(xiàn)以浙江省臺(tái)州市2020年5月高三年級(jí)教學(xué)質(zhì)量評(píng)估試卷中的讀后續(xù)寫題為例，來(lái)具體說(shuō)明如何反向推導(dǎo)構(gòu)架情節(jié)。

（一）閱讀文本及續(xù)寫段首句

Freddie woke up to see it was snowing—again. The world outside was white. Snow covered the roads， the cars and the houses， and even the driveway Freddie had just shoveled （鏟） the day before.

“Ugh，” said Freddie. “Now more snow！” He got out of the bed and headed to the bathroom of his regular morning shower. As he reached for the taps， his mother appeared in the doorway.

“Ive got the news，” she said. “Theres been so much snow overnight that the roads are slippery and dangerous. I just heard on the radio that they canceled the school buses for the day.”

Freddie groaned. “Then how am I supposed to get to school？”

His mother grinned. “I guess you dont. Its a snow day！”

Freddies eyes lit up. Hed never had a snow day off school before. What should he do first？

“Im going back to bed！” Freddie headed back to his room and climbed under the covers. After a few minutes， he realized that it was too late. He was already wide awake. He headed down to the kitchen and then sat at the table， watching his father fry the eggs over in the pan and his mother pour juice and coffee. It was relaxing， thought Freddie.

After breakfast his mother suggested he go out and build a snowman. Freddie wasnt too sure. He didnt really like the cold and the snow. Hed rather stay inside and play video games.

“You can play afterward， but how about going outside for a little bit？ Its good to get some fresh air， and who knows， you might even enjoy yourself.” Freddie unwillingly put on the warm clothes and headed outside.

Standing alone in the front yard， with the cold wind blowing， was not Freddies idea of a good time. Knowing his mom meant what she said， the boy sighed， thinking the quicker he completed his snowman， the faster he could go back inside to his video games. He set to work packing up some snow into a large ball.

Moments later， he saw one of his friends appearing from his house up the street. Dion waddled（蹣跚） out in his big snow trousers and heavy overcoat. He waved to Freddie.

“Hey there！ I saw you out here and thought you might want company. Snow days are awesome！ ” Dion laughed.

Para 1： Freddie was surprised but happy to see his classmate.

Para 2： Delighted at the idea， Freddie excitedly ran into his house.

（二）文本解讀

故事的主人公是一個(gè)叫Freddie的男孩。他早晨起來(lái)，發(fā)現(xiàn)外面又下雪了，這時(shí)媽媽告訴他今天不用去上學(xué)。他想待在家里玩電腦游戲，但媽媽建議他去外面雪地里玩玩，堆個(gè)雪人。雖然Freddie不情愿，但迫于媽媽的壓力，還是出去了。

（三）反向推導(dǎo)步驟

1.預(yù)設(shè)故事結(jié)尾，扎緊情節(jié)

閱讀故事，找到故事的沖突和隱藏線索是預(yù)設(shè)結(jié)尾的第一步。讀后續(xù)寫的故事通常因篇幅的限制，人物較少，關(guān)系相對(duì)集中。例文故事的前面部分出現(xiàn)了三個(gè)人物——Freddie和他的父母，因父親的介紹只是一帶而過(guò)，所以主要人物為Freddie和他的媽媽。故事發(fā)生的背景設(shè)置在一個(gè)特殊的氣候條件下——下雪天，也為情節(jié)沖突提供了現(xiàn)實(shí)基礎(chǔ)，因?yàn)楣适碌暮诵臎_突就在母子倆對(duì)當(dāng)天活動(dòng)的不同安排上。當(dāng)Freddie在媽媽的要求下，穿上厚外套，來(lái)到外面，獨(dú)自站在院子里，在冷風(fēng)的吹打下，他感到很無(wú)趣。就在此時(shí)，另一個(gè)人物——Freddie的同學(xué)Dion出現(xiàn)了。以下是依據(jù)核心沖突和隱藏線索預(yù)設(shè)的可能結(jié)尾。

【Core conflict】

Interpretation：故事中，媽媽兩次提出到外面去玩玩和堆雪人的建議，分別用了suggested和how about。從Freddie的嘆氣和心理活動(dòng)及他知道媽媽不是說(shuō)說(shuō)的可以看出，媽媽的建議已經(jīng)成了一個(gè)不得不完成的任務(wù)。如何解決，必須在后面的故事中有所體現(xiàn)。

Evidence in the story：... his mother suggested he go out and build a snowman.“... how about going outside for a little bit？”Knowing his mom meant what she said， the boy sighed， thinking the quicker he completed his snowman， the faster he could go back inside to his video games.

Possible ending 1： With the help of Dion， Freddie made the snowman and they enjoyed themselves.

評(píng)析：Possible ending 1只是單純地解決故事的沖突或完成故事的任務(wù)。

【Hidden clue 1】

Interpretation：Dion的到來(lái)打破了故事的僵局——Freddie一個(gè)人不想堆雪人，也沒(méi)有多少興趣玩雪。而且，Dion的話——you might want company也帶來(lái)了故事的轉(zhuǎn)折點(diǎn)，推動(dòng)故事向前發(fā)展。Company是故事的關(guān)鍵詞之一。關(guān)鍵詞本身就有服務(wù)于情節(jié)預(yù)設(shè)的作用。所以朋友的陪伴可以被看作是故事的一個(gè)落腳點(diǎn)。

Evidence in the story：“...I saw you out here and thought you might want company ... ” Dion laughed.

Possible ending 2： Freddie realized the company of friends was so precious.

【Hidden clue 2】

Interpretation：在Dion看來(lái)，雪天很棒！這種感受不僅讓他接受Freddie一起堆雪人的邀約成為可能，而且他的熱情可能會(huì)在后續(xù)的發(fā)展中感染或影響到Freddie，因?yàn)镕reddie之前并不喜歡寒冷天氣和玩雪。因此，F(xiàn)reddie最終體會(huì)到雪天或大自然的魅力可以看作是故事的另一條出路。

Evidence in the story：“Hey there！ ... Snow days are awesome！ ” Dion laughed.

Possible ending 3： Freddie and Dion had a good time. For the first time， he realized that the beauty of nature was so amazing.

評(píng)析：Possible ending 2和Possible ending 3提升主題，從不同的角度來(lái)結(jié)束故事，如Freddie體會(huì)到了朋友陪伴的可貴或大自然的神奇魅力。

值得注意的是，即使以隱藏線索來(lái)結(jié)束故事，也必須涉及堆雪人這個(gè)具體的活動(dòng)，因?yàn)檫@是整個(gè)故事的中心。

2.反推續(xù)寫重點(diǎn)，搭建情節(jié)

通過(guò)分析，獲得以上三種可能的故事結(jié)尾，接著反推續(xù)寫部分的中心情節(jié)。敘事中后面要發(fā)生什么，（一定程度上）取決于前面發(fā)生了什么，結(jié)尾取決于開端[7]。如果故事以what（達(dá)成什么）來(lái)結(jié)尾，那么，續(xù)寫部分的中心情節(jié)應(yīng)該用how（怎么做）來(lái)設(shè)定，以此體現(xiàn)先有事件進(jìn)程，再有事件結(jié)果的自然進(jìn)程。抓住三種結(jié)尾的關(guān)鍵點(diǎn)completed the snowman、friends company和snow days are awesome，分別確定中心情節(jié)（見表1）。

3.納入段首句，密布情節(jié)

在預(yù)設(shè)結(jié)尾和中心情節(jié)搭出續(xù)寫部分的基本框架后，再把段首句納入情節(jié)的構(gòu)架中。這可以確保增添的具體情節(jié)能夠與其他的情節(jié)一起，構(gòu)成一個(gè)風(fēng)格統(tǒng)一的整體。正如美國(guó)小說(shuō)家Lawrence Block指出的，情節(jié)設(shè)計(jì)是一個(gè)增效的過(guò)程，整體的價(jià)值遠(yuǎn)大于部分的和[8]。下面以預(yù)設(shè)結(jié)尾一“他們完成堆雪人的任務(wù)”為例來(lái)做具體說(shuō)明。

從前面的故事可以看出，F(xiàn)reddie 既不擅長(zhǎng)堆雪人，對(duì)堆雪人的興趣也不濃厚，所以在Para 1的段首句中，對(duì)同學(xué)Dion的到來(lái)，他的反應(yīng)才會(huì)是吃驚但是很開心，因?yàn)樗枰獛褪?。也由此可以推斷他?huì)邀請(qǐng)Dion和他一起堆雪人。再結(jié)合反推出的中心情節(jié)——他們?cè)诙蜒┤诉^(guò)程中遇到了問(wèn)題，可以提問(wèn)：What problem did they have？ 由于Para 2的段首句中提到the idea，而且Freddie很高興聽到這個(gè)idea，隨后興奮地向家里跑去，可推測(cè)這個(gè)想法很可能就是他們遇到問(wèn)題的解決方法，于是可以進(jìn)一步追問(wèn)：Whose idea？ What was the idea？ 這兩個(gè)問(wèn)題的答案有必要在續(xù)寫第一段結(jié)束時(shí)交代清楚，是Dion想到了增加道具以完成雪人的辦法，這樣才能使故事的邏輯銜接自然。在堆好雪人后，F(xiàn)reddie興奮地請(qǐng)媽媽來(lái)欣賞，這是他在向媽媽表明，自己已經(jīng)出色地完成了任務(wù)。具體的推理過(guò)程如圖1所示。

下面是學(xué)生完成的續(xù)寫。

Freddie was surprised but happy to see his classmate. He invited Dion to make the snowman together. Dion was delighted to accept it. They first placed a large snowball on the ground and then started to roll another small one. Suddenly Freddie stopped and began watching the snowman， which had a pair of eyes and a wide mouth. “How could we make the ‘Fatty more like a real boy？” he asked Dion. “If the snowman had a long nose like Pinocchio， I bet， it ...” Before Dion could finish his words， Freddie turned around.

Delighted at the idea， Freddie excitedly ran into his house. He found an orange carrot his mother left in the basket. After coming back， he stabbed the carrot carefully in the proper place of the snowman. Of course， they had a lovely snowboy. “We made it. Mom， we made it！” Freddie couldnt wait to ask his mother to admire it and play with them. They chased each other merrily and had snowball fights around the snowman. It seemed as if the snowman also wore a broad smile. What a good time！

用同樣的方法可以對(duì)預(yù)設(shè)結(jié)尾二和三進(jìn)行續(xù)寫。預(yù)設(shè)結(jié)尾二重點(diǎn)在于Freddie和Dion的合作以及Dion給予Freddie的幫助，因?yàn)檫@才會(huì)讓Freddie感受到朋友的陪伴遠(yuǎn)勝于獨(dú)自在家玩電腦游戲。學(xué)生的續(xù)寫如下。

Freddie was surprised but happy to see his classmate. He realized that they could play together to make a snowman belonging to them， which delighted him very much. To Freddies surprise， Dion was such an excellent sculptor that many difficult parts could be shaped by him. Never could he miss any opportunity to show his talent. They worked together with 100 percent patience and confidence， as if they were the greatest designers in the world. Almost finishing everything， Dion came up with a fabulous idea. “Why not put on a pair of glasses？”

Delighted at the idea， Freddie excitedly ran into his house. Mothers glasses on the table drew his attention and he grabbed it and ran outside. The snowman with the glasses looked so gentle and knowledgeable. Two friends couldnt help laughing. Although a good time flied by and the snowman would melt away soon， Freddie would never forget their laughter spattering in the snow. It was the first time that he had rea-

lized that he enjoyed friends company.

預(yù)設(shè)結(jié)尾三以Freddie體會(huì)到大自然的魅力結(jié)束故事，可以在續(xù)寫中加入Freddie對(duì)于雪天的感受，同時(shí)以重復(fù)Dion之前的話“Snow days are awesome！”來(lái)強(qiáng)調(diào)他的態(tài)度的轉(zhuǎn)變。學(xué)生的續(xù)寫如下。

Freddie was surprised but happy to see his classmate.“Yeah， sure. Lets make this snowman together.”Dion accepted the invitation. With the work going on， Freddie began to heat， like iron in the forge， red-cheeked and excited. Dion removed his scarlet woolen scarf and tied it around the snowmans neck，which made it stand out against the white world. Inspired by Dion， Freddie couldnt help picking up a big handful of snow and licked it. How fresh！ He grinned. After they finished the snowman， Dion suggested，“How about having a snowball fight with your mom？”

Delighted at the idea， Freddie excitedly ran into the house. His mother met him at the door. Seeing Freddies hands red with cold，she laughed.“Mom， join us， please！”Freddie looked up his mother， with eager eyes. Realizing that Freddie enjoyed himself outside and completely forgot to play video games， his mother agreed without hesitation. It began snowing again and flakes of snow lightly danced like dandelions

in the air. “Snow days are awesome！”Freddie yelled out， held his mothers hand and dashed to Dion.

雖然讀后續(xù)寫的故事結(jié)尾可以設(shè)計(jì)為任務(wù)未完成或沖突仍存在，但是開放式的結(jié)尾在構(gòu)思上需要的時(shí)間更多。反向推導(dǎo)則從閉合式結(jié)尾開始，以終為始，先根據(jù)故事的核心沖突和隱藏線索設(shè)定結(jié)尾，再依據(jù)結(jié)尾反推續(xù)寫的中心情節(jié)，并在兩段續(xù)寫段首句的幫助下，進(jìn)一步完善細(xì)節(jié)，從而完成對(duì)續(xù)寫情節(jié)的快速構(gòu)建。

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