摘要
文章以《安徒生童话全集》为例,研究了九年一贯制学校“阶梯式阅读”课程的构建,探索了“整本书阅读”的有效路径,并进行了实践。课程构建围绕“阶梯式阅读”,基于“安徒生童话”教学价值的特点,确定了教学目标,制订了分三个阶段施行的教学计划。“阶梯式阅读”有效路径的探索以分级阅读和螺旋阅读两种路径展开,分级阅读呈现为:有兴趣地读—能理解地读—可评论地读;螺旋阅读呈现为:读懂故事内容—揣摩主旨思想—挖掘多元解读。
This paper has studies how to construct“step-reading”course in the nine-year school,and how to find an effective way to“whole book reading”,and implement it.Based on the teaching value of Complete Andersen Fairy Tales,the construction of the course has centered around“step reading”,determined the teaching goal and designed a three-stage teaching plan.The exploration of an effective path to“step reading”has been carried out in two ways:classified reading and spiral reading.The former is presented as:reading with interest,with understanding and with comment,while the latter is presented as understanding the story,guessing the main idea and encouraging multiple interpretations of the story.
作者
张舒
ZHANG Shu(No.3 Experimental School Affiliated to Shanghai Normal University, Shanghai,200235)
出处
《现代基础教育研究》
2020年第1期176-181,共6页
Research on Modern Basic Education
关键词
整本书阅读
阶梯式阅读
分级阅读
螺旋阅读
whole book reading
step reading
classified reading
spiral reading
