强化“差别感受性”的阅读教学实践探索——以《爸爸的花儿落了》教学为例  

A Practice Exploration of Reading Teaching Strengthening“Differential Sensibility”——A Case of Teaching Father’s Flowers Have Fallen

作　　者：钱建江 QIAN Jianjiang(Suzhou Institute of Education Science,Suzhou 215000,China)

机构地区：[1]苏州市教育科学研究院,江苏苏州215000

出　　处：《宁波教育学院学报》2020年第5期120-122,共3页Journal of Ningbo Institute of Education

基　　金：江苏省“十三五”重点自筹规划课题(B-6/2018/02/03)。

摘　　要：《普通高中语文课程标准(2017年版)》提出了四大核心素养:语言建构与运用、思维发展与提升、审美鉴赏与创造、文化理解与传承。同时,《课程标准》对语文素养水平作了分级描述。以《爸爸的花儿落了》教学为例,阐述阅读教学中如何通过比较与鉴赏、表达与交流等言语实践活动,来强化学生的“差别感受性”,有效提升其语文核心素养层级水平。The Chinese Curriculum Standards for Senior High Schools(2017 Edition)puts forward four core qualities:language construction and application,thinking development and promotion,aesthetic appreciation and creation,and cultural understanding and inheritance.At the same time,The Curriculum Standard gives a graded description of the level of Chinese literacy.Taking the teaching of Father’s Flowers Have Fallen as an example,this paper expounds how to strengthen students’“difference sensibility”and effectively improve their level of Chinese core literacy through language practice activities such as comparison and appreciation,expression and communication in reading teaching.

关 键 词：差别感受性 语文核心素养 分级水平 

分 类 号：G633.3[文化科学—教育学]