小学语文阅读情境的设计

发布时间：2018-05-04 12:11

本文选题：小学生 + 语文阅读　；参考：《闽南师范大学》2017年硕士论文

【摘要】：阅读对一个人一生发展起着至关重要的作用。语文阅读能力的培养是语文研究者和一线教师努力达到的目标。语文教育界提出了多种阅读能力观。借鉴比利时教育学家罗日叶的“整合教学法”理论,本研究提出了阅读整合教学的新视角。在阅读整合教学视角下,提出了阅读整合能力。阅读整合能力是由素能、语文阅读知识和语文阅读情境三个维度整合而成,其中“阅读情境”维度对于阅读整合起着至关重要的作用。阅读整合能力与语文教育界所提出的能力观相比,特别重视“阅读情境”。而以往的阅读能力观,大部分只重视“语文知识”,少部分既重视“语文知识”又重视“素能”。阅读整合能力强调阅读能力是“素能”、“阅读情境”和“语文知识”三个维度的整合,而“阅读情境”是最根本的维度。“阅读情境”维度直接影响“整合式阅读能力”的培养,是不容忽视的重要的维度。当下对于“阅读情境”内涵的研究甚少。本研究提出“阅读情境”主要由“阅读背景”、“阅读信息”、“阅读功能”、“阅读命令”和“阅读任务”五个部分组成。“阅读情境”的设计主要是“阅读背景”的开发,“阅读信息”的挖掘,“阅读功能”的定位,“阅读命令”的明晰,“阅读任务”的明确。论文最后一部分结合具体课例说明了“阅读情境”在教学实践中该如何操作。
[Abstract]:Reading plays a vital role in the development of one's life. The cultivation of Chinese reading ability is the goal of Chinese researchers and teachers. Chinese education circles put forward a variety of reading ability views. Based on the theory of integrated teaching method put forward by Belgian educationalist Luo Riye, this study puts forward a new angle of view of integrated reading teaching. From the perspective of reading integration teaching, this paper puts forward the ability of reading integration. The ability of reading integration is composed of three dimensions, namely, elemental ability, Chinese reading knowledge and Chinese reading situation, in which "reading context" plays an important role in reading integration. In comparison with the view of competence put forward by the Chinese educational circles, the ability of reading integration pays special attention to the reading situation. However, most of the previous views on reading ability only attach importance to "Chinese knowledge", and a few to "Chinese knowledge" and "element ability". The ability of reading integration emphasizes that reading ability is the integration of three dimensions: "element ability", "reading situation" and "Chinese knowledge", and "reading situation" is the most fundamental dimension. The dimension of "reading situation" directly affects the cultivation of "integrated reading ability" and is an important dimension that can not be ignored. At present, there is little research on the connotation of "reading situation". This study suggests that reading context consists of reading background, reading information, reading function, reading command and reading task. The design of "reading situation" mainly includes the development of "reading background", the excavation of "reading information", the orientation of "reading function", the clarity of "reading command" and the clarity of "reading task". In the last part of the paper, the author explains how to use reading situation in teaching practice.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.23

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