“9步5课”整本书阅读:背景、依据、策略及评价——基于《义务教育语文课程标准(2022版)》课程理念的本土实施  

"9 Steps and 5 Lessons" Whole Book Reading:Background, Rationale, Strategies, and Evaluation

作　　者：郎镝[1,2] LANG Di

机构地区：[1]吉林省教育学院初中教研培训部 [2]吉林大学文学院

出　　处：《吉林省教育学院学报》2022年第6期5-11,共7页Journal of Jilin Provincial Institute of Education

基　　金：吉林省教育科学“十四五”规划重点课题“基于优质均衡发展的省域初中语文学科课程实施策略研究”(ZD21095);人民教育出版社课程教材研究所“十三五”课题“乡土视野下统编初中语文名著课程化应用研究”(KC2019-013);人民教育出版社课程教材研究所“十三五”课题“基础教育阶段名著阅读教学实施与评价研究”(KC2018012);教育部哲学社会科学研究重大攻关项目“中华优秀传统文化的学理建构、价值认同与教育策略研究”(17JZD044);全国教育科学“十三五”规划课题“基于东北乡土文化的农村学校校本课程研究”(FHB180618)。

摘　　要：整本书阅读“9步5课”的课程改革实验历经近十年,作为教学实验的案例具有完整的研究历程、教学实践背景和课程改革背景。从语言任务驱动理论、整本书阅读理论、核心素养理念和统整教育为理论依据,从其现实基础看,其实施策略围绕《义务教育语文课程标准(2022版)》强调的“整本书学习”任务群,即生活基础上的以主题为引领的实践活动,即以整本书为学习内容和支架的三维学习模式;基于教育教学实践的整本书阅读教学评价内容框架的搭建。“9步5课”整本书模式的推广依据教学模式理论和整本书阅读理论,致力于理论的消解和实践的发展。The "9 steps and 5 lessons" course has been implemented for nearly ten years. As a case of teaching experiment, it has a complete research process, teaching practice background and course theoretical background. Extract beneficial elements from language task-driven theory, whole book reading theory, core literacy concept and integrated education theory, and its implementation strategy revolves around the "learning task carrier" emphasized in "Chinese Curriculum Standards for Compulsory Education"(2022 edition), that is, life On the basis of the theme-led practice activities, that is, a three-dimensional learning model with the whole book as the learning content and tool;it is committed to the construction of an evaluation framework and method based on the reading and learning practice of the whole book. The promotion of the "9 steps and 5 lessons" whole book model is based on the teaching model theory and the whole book reading theory, and is committed to the digestion of theory and the development of practice.

关 键 词：“9步5课” 整本书阅读 理论依据 实施策略 评价方式 

分 类 号：G632[文化科学—教育学]