建构主义视域下“个性化阅读”的教学困惑与应对  

Teaching Perplexity and Theoretical Response to "Individualized Reading" in the Perspective of Constructivism

作　　者：吴威 沈玲蓉[1] WU Wei;SHEN Ling-rong(College of Teachers Education,Ningbo University,Ningbo 315211,China)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2018年第3期128-132,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：2017年浙江省教育规划课题"清末民国小学语文科课程知识建构史论"(2017SCG092);2017年教育部人文社会科学规划项目"清末民国小学语文科课程知识建构史论"(17YJA880063)

摘　　要：个性化阅读教学是对传统语文阅读教学的反思和改进,在本质上和建构主义的核心知识观、学习观、教学观具有趋同性。在建构主义视域下,个性化阅读可以被定义为:学生个体在自身已有的经验基础上,以文本的语言符号为建构对象,在阅读共同体中建构意义的学习型阅读。教学实践中,个性化阅读主要存在教学可行性的困惑、教师的角色困惑、教学设计的困惑这三方面的困惑。为消除困惑,本文分别以建构主义的知识观、学习观和社会建构主义的教学观等加以理论应对。Individualized reading instruction is designed to reflect on the traditional Chinese reading approach,being a convergence of the core knowledge view,the learning concept and the teaching view of the constructivism.In the perspectiveof constructivism,personalized reading can be redefined as a student＇s learning‐type reading with the language symbols of a text as the object of construction based on his or her existing experience in the reading community.In practice,theindividualized reading is perplexed by its feasibility,a teacher＇s role,and the teaching design.In order to dispel theperplexities,countermeasures are drawn from the theoretical views of constructivism concerning knowledge,learning andsocial constructivist teaching.

关 键 词：个性化阅读 建构主义 教学困惑 应对 

分 类 号：G40-02[文化科学—教育学原理]