小学语文教科书“思维教学”的理念及实现路径  

The Concept and Implementation Approach of“Thinking Teaching”in Primary School Chinese Textbooks

作　　者：邢秀凤[1,2] Xing Xiufeng

机构地区：[1]金华职业技术学院师范学院,浙江金华321017 [2]浙江师范大学

出　　处：《教育学术月刊》2024年第3期72-79,共8页Education Research Monthly

基　　金：2021年度浙江省哲学社会科学规划课题“中小学汉语思维教学研究”(编号:21NDJC306YBM)。

摘　　要：思维能力是学生核心素养的重要组成部分,统编版小学语文教科书充分体现了开展“思维教学”这一理念。汉语拼音教学前的识字内容为开展“思维教学”作了整体定调,所选课文和助学系统也均蕴含丰富的“思维教学”要素。语文课程实现“思维教学”理念,须“以语言运用为基础”,运用“平面镜、凹凸镜、放大镜、多棱镜、望远镜”等“五镜”原理,理解和传达教科书内容之“语言运用”规律与特色,切实培养和提高学生的组织架构、形象聚焦、判断推理、多元发散和整体系统等思维能力和水平。The ability to think is a crucial component in forming students’core literacy.The unified edition of the primary Chinese textbook fully reflects the concept of“thinking teaching”.The literacy contents before Chinese Pinyin teaching has set an overall foundation for“thinking teaching”,while the selected texts and the student learning assistance system are also enriched by“thinking teaching”elements.To fulfill the concept of“thinking teaching”in Chinese curriculum,it is necessary to establish a basis of“language utilization”,implement the Five Mirror Principle of“the plane mirror,the concave and convex mirror,the magnifying mirror,the polygonal mirror,and the telescope”,understand and deliver the rule and specialty of“language utilization”within textbooks,so as to effectively cultivate and enhance students’abilities and levels of organizational structuring,image focusing,judgmental reasoning,multiple diverging,and overall systematic thinking.

关 键 词：小学语文教科书 思维教学 语言运用“ 五镜”原理 实现路径 

分 类 号：G424[文化科学—课程与教学论]