小学文体阅读知识的炼制思路及其教学论意义  

Refining of Stylistic Reading Knowledge in Primary School and Its Pedagogical Significance

作　　者：向瑞 Xiang Rui

机构地区：[1]人民教育出版社小学语文编辑室,北京100081

出　　处：《课程．教材．教法》2023年第1期116-122,共7页Curriculum，Teaching Material and Method

基　　金：国家语委“十三五”科研规划2020年课题“中小学语文知识体系研究”(WT135-78)。

摘　　要：廓清语文课程知识系统的概貌是语文知识研究的方向之一。文体阅读知识是语文课程知识系统的重要组成部分,炼制文体阅读知识可使语文课程知识研究更进一步。小学文体阅读知识的炼制思路是:选择炼制的知识种类,以“年级”和“文体阅读知识”为纵横维度,遵循连续性、循序渐进和继承性等基本原则,归类与筹划小学阶段的常见文体。小学文体阅读知识的炼制结果既要考虑文类特质,又要兼顾文体差异,这对优化教师阅读教学实践及提升学生文体阅读素养均具有重要意义。It is one of the directions of Chinese knowledge research to clarify Chinese curriculum knowledge system.Stylistic reading knowledge is an important part of Chinese curriculum knowledge system and refining it can promote Chinese curriculum knowledge research.Refining of stylistic reading knowledge in primary school is to choose knowledge types,regard grade and stylistic reading knowledge as dimensions,and follow the principles of continuity,graduality and inheritance,so as to classify the common styles in primary schools.The refining should take into account both stylistic characteristics and differences,which is important for optimizing reading teaching practice and improving stylistic reading competency.

关 键 词：小学语文 文体阅读知识 炼制思路 教学论意义 

分 类 号：G624[文化科学—教育学]