高中外研社教材B3U1 Writing The Porcupine Dilemma教学思考
这个单元的标题Knowing me, knowing you,其实我首先想到的是Faouzia的You don't even know me，歌词中的：You don't know about the way I am when I am all alone. You don't even love the way I cared the way I've grown.You don't know about the way I love so deeply to my bones. 这三句歌词很显然在诉说一段关系里单方面的付出、单方面深爱，却不被对方理解；而单元标题与这首歌恰恰相反，告诉我们人际交往贵在知己知彼、双向奔赴；互相懂得、彼此共情。而本单元writing部分的“豪猪困境”（The Porcupine Dilemma)告诉我们如果不能做到knowing me, knowing you，则没有办法把握相处距离，维持人际关系的平衡。只有在gather together和move apart来回“磨合”后，才能找到“ideal distance"。中国哲学中也有叔本华提到的”豪猪困境“哲学，譬如”分久必合，合久必分”。在此我要感谢高中数学老师闻老，高中讲三角函数时，他常用这句话来解释。长大后我发现，世间万事，如同三角函数化简，分久必合，合久必分。所以我认为可以借助中西方的”分合之道“来设计写作教学。- 语言目标：掌握议论文 “引 - 议 - 例 - 结” 结构，学会使用寓言引入、观点阐述、举例论证的地道表达。
- 思维目标：通过分析寓言与现实，发展批判性思维与辩证思维，理解人际关系中 “距离与边界” 的动态平衡。
- 跨学科目标：联结叔本华哲学与中国传统哲学（分合之道），建立中西思想的对话，提升文化思辨能力。
Step 1：Warm-up & 寓言解码（导入问题链，激活思维）①When you feel lonely, do you want to get closer to others? ②When you get too close, do you ever feel hurt?③What if this human dilemma happens to animals? Let’s read The Porcupine Dilemma.学生快速阅读寓言，完成教材 Activity 5 的选择题，明确核心寓意：There should be boundaries in interpersonal relationships.点明寓言改编自德国哲学家叔本华的经典哲学比喻，讲解其核心：人际关系的本质是 “温暖与刺痛” 的平衡。西方视角（叔本华）：强调个体边界与理性距离，避免互相伤害。东方视角（中国传统哲学）：强调 “分合” 的动态平衡，关系在靠近与疏远中循环，最终找到相处的节奏。Do you think the porcupines’ process of moving closer and apart is similar to the Chinese idea of ‘分久必合，合久必分’?教师点拨：两者都揭示了人际关系的动态性，没有永恒的 “合”，也没有永恒的 “分”，关键在于找到适合彼此的距离。Step 3：写作支架搭建：教材 Activity 6 结构化笔记Original author: SchopenhauerSummary of the fable: A group of porcupines struggled to stay warm in winter. They moved closer for warmth but hurt each other with quills, then moved apart, and repeated this process until they found an ideal distance where they could stay warm without hurting each other.教师示范地道表达：“This fable, adapted from Schopenhauer, describes how porcupines found a way to survive the cold by balancing closeness and distance.”（引导学生提炼）：True connection in relationships depends on healthy boundaries, not endless closeness.Supporting examples in real life示例 1（师生关系）：A teacher who is too strict keeps students at a distance, while a teacher who is too casual loses authority. The best teachers find a balance—caring but respectful of students’ privacy.示例 2（朋友关系）：Two best friends who spend every day together may start to argue, but when they give each other space, they appreciate each other more. This is like the porcupines finding their “ideal distance.”示例 3（家庭关系）：Teenagers often want to stay close to parents but also need their own room. Parents who understand this balance build stronger relationships with their kids.引导学生结合跨学科理解总结：“In conclusion, just as the porcupines learned, relationships need both warmth and space. The Chinese idea of ‘分久必合，合久必分’ reminds us that this balance is always changing, and the key is to adjust with care and respect.”学生根据笔记，使用教材 “Useful expressions” 完成 150 词左右的议论文。①对方的作文是否清晰表达了 “距离与边界” 的观点？这篇寓言不仅是动物故事，更是关于人性、关系与哲学的思考 —— 距离不是疏远，而是对彼此的尊重，是让关系长久的智慧。也就是本单元Presenting ideas中的三句名言：
10个月宝宝每天需要喝多少奶粉？
