语文深度阅读教学的分析模型
发布时间：2018-11-20 09:32
【摘要】：语文深度阅读教学的分析模型是对影响深度阅读教学的主要变量之间的关系进行结构化和层级性描述的框架。影响语文深度阅读教学的变量主要分为三类:条件变量(教学目标、教学内容、教学方式)、控制变量(教导行为、学习行为)、效果变量(知识深度、思维深度、关系深度)。这三大变量之间的关系是:教导行为和学习行为直接决定知识、思维和关系的深度,教导行为与学习行为围绕教学目标、教学内容、教学方式展开。正确理解三大变量之间的含义及关系,是有效把握语文深度阅读教学的本质和建构深度阅读教学范式的关键。
[Abstract]:The analytical model of Chinese in-depth reading teaching is the framework of structured and hierarchical description of the relationship between the main variables that affect the teaching of in-depth reading. The variables that affect the teaching of Chinese in-depth reading are mainly divided into three categories: conditional variables (teaching objectives, teaching contents, teaching methods), control variables (teaching behavior, learning behavior), effect variables (depth of knowledge, depth of thinking), Depth of relationship). The relationship between these three variables is as follows: teaching behavior and learning behavior directly determine the depth of knowledge, thinking and relationship, teaching behavior and learning behavior revolve around teaching goal, teaching content and teaching method. To correctly understand the meaning and relationship between the three variables is the key to grasp the essence of Chinese in-depth reading teaching and to construct the teaching paradigm of deep reading.
【作者单位】： 江苏师范大学教育科学学院;
【分类号】：G633.33
本文编号：2344543
[Abstract]:The analytical model of Chinese in-depth reading teaching is the framework of structured and hierarchical description of the relationship between the main variables that affect the teaching of in-depth reading. The variables that affect the teaching of Chinese in-depth reading are mainly divided into three categories: conditional variables (teaching objectives, teaching contents, teaching methods), control variables (teaching behavior, learning behavior), effect variables (depth of knowledge, depth of thinking), Depth of relationship). The relationship between these three variables is as follows: teaching behavior and learning behavior directly determine the depth of knowledge, thinking and relationship, teaching behavior and learning behavior revolve around teaching goal, teaching content and teaching method. To correctly understand the meaning and relationship between the three variables is the key to grasp the essence of Chinese in-depth reading teaching and to construct the teaching paradigm of deep reading.
【作者单位】： 江苏师范大学教育科学学院;
【分类号】：G633.33
【相似文献】
相关期刊论文 前10条
1 李仁甫;;“花木”深处见“禅房”——谈散文的深度阅读[J];中学语文;2010年13期
2 本刊编辑部;;知人论世 深度阅读[J];中华活页文选(初二年级);2012年08期
3 王小红;赵承跃;;创设时机推进深度阅读[J];语文教学与研究;2013年08期
4 项晓东;;借深度阅读与模仿促进写作的一种生成[J];阅读与鉴赏(教研版);2007年02期
5 徐艳霞;;深度阅读,唤醒学生内心深处的人文情怀[J];中学语文;2008年34期
6 王凤艳;;觅两把钥匙 开启深度阅读之门[J];现代语文(教学研究版);2011年11期
7 韦克锋;;通过深度阅读培养学生的写作视野[J];成功(教育);2012年12期
8 严建国;;分析小说作品人物形象应选择深度阅读[J];文理导航(上旬);2012年12期
9 钱建元;;语文课堂如何引导学生深度阅读[J];语文世界(教师之窗);2011年04期
10 熊芳芳;;寻找回来的达夫——《江南的冬景》的深度阅读[J];中学语文教学参考;2008年08期
，本文编号：2344543
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2344543.html
