高中学生文学作品阅读能力:评价与提升  

Senior High School Students’ Reading Ability of Literary Works: Evaluation and Improvement

作　　者：杨金有[1] YANG Jinyou

机构地区：[1]北华大学文学院

出　　处：《吉林省教育学院学报》2022年第9期139-143,共5页Journal of Jilin Provincial Institute of Education

基　　金：吉林省教育科学规划项目“基于核心素养的高中学生文学作品阅读能力评价研究”(GH19064)。

摘　　要：高中学生文学作品阅读能力评价,要从体验与感悟、欣赏与评价、表现与创新3个维度进行,评价内容要涵盖文学作品的语言结构、艺术形象、历史内容和哲学意蕴4个层面。评价标准以高中学业质量水平的5个层级为准。当前高中学生文学作品阅读能力总体表现较好,但在高阶阅读能力表现上还不够理想,对文学作品审美结构深层的理解还不够深刻,其文学作品阅读能力也并未因所在年级升高而显著增强。高中学生文学作品阅读能力提升,要转变教学的基本理念,真正树立并贯彻落实素质教育理念;要关注学生文学作品的高阶阅读能力,尤其是表现与评价能力;要重视学生作品结构深层的鉴赏能力,尤其是对文学作品哲学意蕴的感悟与鉴赏能力。The evaluation of senior high school students’ reading ability of literary works should be carried out from three dimensions: experience and perception, appreciation and evaluation, performance and innovation. The evaluation content should cover four levels: language structure, artistic image, historical content and philosophical implication of literary works. The evaluation criteria should be based on the five levels of high school academic quality. At present, the overall performance of senior high school students’ reading ability of literary works is relatively good, but their performance of high-level reading ability is not ideal, their deep understanding of the aesthetic structure of literary works is not deep enough, and their reading ability of literary works has not been significantly enhanced with the increase of their grade. To improve the reading ability of senior high school students’ literary works,we should change the basic concept of teaching and truly establish and implement the concept of quality education;We should pay attention to students’ high-level reading ability of literary works, especially their performance and evaluation ability;We should attach importance to students’ ability to appreciate the deep structure of literary works, especially the ability to understand and appreciate the philosophical meaning of literary works.

关 键 词：高中学生 文学作品 阅读能力评价 

分 类 号：G634[文化科学—教育学]