摘要
该文就小学生语文课堂交流性言语能力培养问题进行了分析与研究,从言语交流内容设计、言语交流生态建构、言语交流主题课实施三个方面提炼了语文课堂交流性言语能力培养的行动策略。同时根据课堂言语交流的内涵,厘清了语文课堂交流性言语能力的评价指向,并在实践中探索灵活多样的功能性评价、侧重对比的定量评价、主题多元的表现性评价等适合交流性言语能力评价的方法。
This paper analyzes the cultivation of communicative speech ability in Chinese classroom for primary school students,and refines the action strategies of the communicative speech ability cultivation in Chinese classroom from three aspects:the content design of verbal communication,the ecological construction of verbal communication,and the implementation of the theme course of verbal communication.At the same time,according to the connotation of classroom speech communication,this paper clarifies the evaluation direction of the communicative speech ability in Chinese classroom,and explores flexible and diverse functional evaluation,quantitative evaluation focusing on comparison,performance evaluation with multiple themes and other methods suitable for the evaluation of communicative speech ability in practice.
作者
宋尚琴
SONG Shang-qin(Tiebei Affiliated Primary School of Nanjing Normal University,Nanjing 210018,China)
出处
《南京晓庄学院学报》
2019年第5期32-37,122,共7页
Journal of Nanjing Xiaozhuang University
基金
南京市教育科学“十二五”规划课题“发展学生的自我话语:小学生语文课堂交流性言语能力培养的行动研究”(ZQ/2011/011)
关键词
语文课堂
言语能力
交流性言语能力
行动研究
Chinese classroom
speech ability
communicative speech ability
action research
