班级读书会应用于语文整本书阅读教学的个案研究——基于学习共同体理论的视角  

A Case Study of the Application of Class Reading Club in Whole Book Reading in Junior Middle School Chinese——From the Perspective of Learning Community Theory

作　　者：汤允凤[1] 杨丽红 TANG Yun-feng;YANG Li-hong(College of Educational Science,Xinjiang Normal University,Urumqi Xinjiang 830017;Zigong Huixi Primary School,Zigong Sichuan 643000)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830017 [2]自贡市汇西小学校,四川自贡643000

出　　处：《双语教育研究》2022年第2期50-57,共8页Bilingual Education Studies

基　　金：国家社科基金西部项目(20XMZ020);教育部人文社科重点研究基地重大项目(16JJD880030)的阶段性成果。

摘　　要：整本书阅读对学生阅读能力及思维品质的发展具有极大的促进作用。班级读书会作为整本书阅读教学的一种方法,在教师有目的、有计划地组织和指导基础上,通过师生共读和小组探究等具体方式,帮助学生养成阅读习惯,提升阅读能力。本研究以成都市G中学个案班级为例,采用班级读书会的方法开展整本书阅读教学活动。通过为期3个月的个案设计与实施,获得如下教学效果:学生的阅读意愿增强,阅读习惯转变,阅读方法改善,阅读能力提升。依据日本学者佐藤学的学习共同体理论加以分析,发现班级读书会能够帮助学生由独到众形成阅读共同体,增强阅读意愿;由零到整组织阅读活动,利于学生有效规划阅读行为;由散到聚的阅读形式,便于教师集中开展阅读方法指导,使学生熟练掌握多种阅读方法;由浅入深的阅读讨论,能够进一步深化学生阅读体会。The whole book reading has a great role in promoting the development of students’reading and thinking competence.Based on a comprehensive investigation of the current situation of whole book reading in Chengdu G Middle School,this research selects case classes to carry out whole book reading teaching activities by means of class reading clubs.Through case intervention,the teaching effect was understood from multiple perspectives,and it was found that students’reading willingness was enhanced,their reading habits changed,their reading methods improved,and their reading ability improved.According to the analysis of the learning community theory,the development of the class reading club brings students together to from a learning community,which can enhance students’reading willingness;organize students’reading behavior from zero to site preparation,which is conducive to students’better planning of reading behavior.At the same time,the form of reading from scattered to gathering is convenient for teachers to carry out reading guidance;reading from shallow to deep can further deepen students’reading experience.

关 键 词：整本书阅读教学 班级读书会 学习共同体理论 

分 类 号：G622.0[文化科学—教育学]