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作 者:郑宇[1]
机构地区:[1]人民教育出版社,北京100081
出 处:《课程.教材.教法》2013年第2期109-114,共6页Curriculum,Teaching Material and Method
摘 要:从2001—2011年,PIRLS有关阅读素养的定义、项目内容以及评价框架体系在不断地调整和充实,PIRLS的这些研究成果对国内的小学语文教材编制有重要的借鉴意义:从目标来看,阅读教学的最终指向是要实现促进学生的阅读能力发展;从过程来看,可以构建一个相对独立而清楚的阅读素养层级指标;从国内三套小学语文教材的课文类型和习题类型与PIRLS的对比中我们可以发现,当前的小学语文教材应增强资讯类文章的阅读,课后习题应加强分析、综合和批评性思考能力的培养。根据PIRLS2011的最新举措,今后的语文教材要探索网络教育的可能。From 2001 to 2011, the definition of reading literacy, its specifications and assessment framework have been revised and enriched. The study results of the PIRLS can be used as a reference to the compilation of primary school Chinese textbooks in China. The ultimate objective of teaching reading is to accelerate the development of students' reading ability, and the reading process indicates its possibility of constructing reading literacy into relatively independent and explicit levels. The comparison of the text types and exercise types of the three primary school Chinese textbook series shows that informational texts need to be added, and the exercises need to be more analytical, synthetical and critical. According to the new act of PIRLS issued in 2011, the possibility of web-based education should also be investigated for the future primary school Chinese textbooks.
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