摘要
在中小学普遍开展整本书阅读的大背景下,在高中阶段利用社科类文本进行文学类文本主题探究也成为了一个新的试探。本文以《乡土中国》与《祝福》为例,从课程标准、学科核心素养和教材三个维度探讨教学目标,从多元化评价、“考查性”评价、“运用性”评价三个角度探讨教学评价,探索整本书阅读尤其是社会学类文本对高中篇章小说教学的积极作用。最终探索学生主导、教师辅助的“自读—共读—探究”模式的小说主题探究课程模式。
In the context of whole book reading widely adopted in primary and secondary schools, it is a new experiment that the theme exploration of literary texts is adopted in reading social science texts in senior high schools. Taking Earthbound China and The New Year’s Sacrifice as examples, this paper discusses the teaching objectives from the three dimensions of curriculum standards, core competence of a subject and teaching materials, discusses the teaching evaluation from the three perspectives of diversified evaluation, “exploratory” evaluation and “practical” evaluation, and explores the help of whole book reading of the sociological texts to the novel teaching in senior high schools. Finally, it explores the novel theme inquiry mode of “self reading, co-reading and inquiry” led by students and assisted by teachers.
作者
袁珊珊
YUAN Shanshan(Basic Science Department,Huzhou Traffic Technician College,Huzhou 313000,China)
出处
《湖州师范学院学报》
2022年第12期75-81,103,共8页
Journal of Huzhou University
关键词
整本书阅读
评价
乡土中国
祝福
whole book reading
evaluation
Earthbound China
The New Year’s Sacrifice
