我国阅读教学的问题与取向:国际阅读教学观察框架的视野  

The problem and orientation of Our Reading Teaching: an international Reading Lesson Observation Framework perspective

作　　者：朱建军[1] 

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830054

出　　处：《乌鲁木齐职业大学学报》2014年第4期64-72,共9页Journal of Urumqi Vocational University

基　　金：新疆维吾尔自治区文科基地重点招标项目"双语教师培养培训模式建构研究"(040512B04);"新疆师范大学博士博士后科研启动基金项目"(XJNUBS1119);"新疆教师教育研究中心"资助

摘　　要：中小学生阅读成效低下,读写表现不佳,已成为世界性难题。而如何提高阅读教学的有效性,提高中小学生的阅读水平,就成为人们面临的重大挑战。国际阅读协会开发的阅读教学观察框架,对我们理解并建构高效的阅读教学具有重要的参考价值。借助观察框架,主要理出了三个相关领域的知识:学生究竟要学什么、教师究竟要教什么与教师究竟如何评价。借此审视我国阅读教学,需要思考如下关键概念:阅读教学的文化氛围,究竟是研究,还是表现;阅读教学的本质,究竟是内容理解,还是意义建构;阅读教学的追求,究竟是教师责任,还是学生责任。而阅读教学的取向应该是:教学即研究,即意义建构,即学生责任。The poor reading performance of primary and secondary school students has become the world difficultproblem. How to improve the effectiveness of reading teaching, improve students reading level, has becomea major challenge faced by people. Reading Lesson Observation Framework developed by the InternationalReading Association, has an important reference value to comprehend and construct our efficientreading teaching. By the framework, this paper gives three related areas of knowledge： students exactly what tolearn, what teachers what to teach and how to evaluate a teacher. Taking a look at our reading teaching,we needto consider the following key concepts： reading teaching atmosphere of culture, what is the research, or performance;the essence of reading teaching, what is the understanding of content, or meaning construction; readingteaching pursuit, what is the responsibility of teachers, or the students responsibility. And the reading teachingorientation should be： teaching is the study, meaning construction, student responsibility.

关 键 词：观察框架 研究 建构 责任 

分 类 号：G423.04[文化科学—课程与教学论]