小学高年级语文阅读元认知教学探究--以冰心《忆读书》课后习题为例  

A Discussion of Metacognitive Teaching of Chinese Reading in Senior of PrimarySchools Based on the After-school Exercises of Bing Xin′s Memories of Reading

作　　者：倪燕[1] 刘莉 NI Yan;LIU Li(Faculty of Humanities and Foreign Language Education,Beijing Institute of Education,Beijing 100120,China;Beijing Wanquan Primary School,Beijing 100089,China)

机构地区：[1]北京教育学院人文与外语教育学院,北京100120 [2]北京市万泉小学,北京100089

出　　处：《北京教育学院学报》2023年第1期80-85,共6页Journal of Beijing Institute of Education

基　　金：北京教育学院院级课题“‘双减’背景下小学生阅读元认知能力培养研究”(SJYB2022-01)。

摘　　要：元认知对于学生成为自主阅读者具有重要意义。阅读元认知包括元认知知识和元认知调节两个方面。元认知在阅读活动中的作用机制主要表现为影响阅读者的阅读计划、阅读监控、阅读评价,从而改变阅读效果。在阅读教学领域落实对学生元认知的培养,促进学生成长为自主而积极的阅读者,需要教师转变认识,意识到阅读活动是一种问题解决情境;转变教学模式,积极落实元认知阅读教学策略;转变教学评价方式,基于真实任务情境开展阅读元认知评价。Metacognition is of great significance for students to become autonomous readers.Metacognition in reading includes metacognitive knowledge and metacognitive regulation.The functional mechanism of metacognition in reading activities is mainly manifested in influencing the reader′s reading plan,reading monitoring,and reading evaluation,thereby changing the reading effect.Implementing the cultivation of students′metacognition in the field of reading teaching and promoting students to grow into autonomous and active readers require teachers to change their understanding,realize that reading activity is a kind of problem-solving situation,change teaching mode and actively implement metacognitive reading teaching strategies,transform teaching evaluation methods and conduct reading metacognitive evaluation based on real task situations.

关 键 词：小学语文 自主阅读 元认知教学 阅读策略 

分 类 号：G623.23[文化科学—教育学]