统编小学语文教材想象性的触发与建构  

The Imaginative Triggering and Construction of the Unified Editing Textbooks ofChinese for Primary Schools

作　　者：姜艳 李如密[2] JIANG Yan;LI Rumi(Shandong Normal University,Jinan 250014;Nanjing Normal University,Nanjing 210097)

机构地区：[1]山东师范大学教育学部,250014 [2]南京师范大学课程与教学研究所,210097

出　　处：《教育科学研究》2023年第4期66-72,共7页Educational Science Research

基　　金：山东省教育科学“十四五”规划课题“新时代我国统编教材的使用方略与效用研究”(2021YB020)的成果。

摘　　要：统编小学语文教材对人、事、物、情、景的描写并非事无巨细,而是留有空白,各种留白即为语文教材想象性的表现,主要有:教材中的“景物留白”、“情节留白”、“语言留白”以及“人物留白”。留白表明了统编小学语文教材具有想象性,能诱发师生展开想象,这一过程需要某种中介来触发,具体表现为好奇心、认知倾向、情绪情感、目标与审美。统编小学语文教材想象性的培育可通过积累相关的知识经验,触发想象;反复有感情地诵读,建构想象;引导学生续写改编,展开想象;借助人工智能创设情境,丰富想象,以提升教材的想象性。The description of people,things,substances,emotions and scenery in the Chinese textbooks for primary schools is not in all details,but left blanks.The various blanks are the imaginative performance of the Chinese textbooks.The main ones are:"White","Plot blank"in the textbook,"Language blank"in the textbook,and"Character blank"in the textbook.The blank indicates that the compilation of primary school Chinese textbooks is imaginative and can induce teachers and students to expand their imagination.This process needs some kinds of intermediary factors to trigger it,which is manifested in curiosity,cognitive tendency,emotions,goals and aesthetics.The imaginative cultivation of the Chinese textbooks for the unified primary school can trigger imagination by accumulating relevant knowledge and experience;repeat and emotional reading to construct imagination;guide students to continue writing and adapting to expand imagination;use multimedia technology to create situations,enrich imagination,and enhance the imagination of teaching materials.

关 键 词：统编小学语文教材 教材留白 教材想象性 

分 类 号：G623.2[文化科学—教育学]