多尔“4R”理论视域下高中阅读教学探讨  

Exploration on High School Reading Teaching from Perspective of Doll's“4R”Theory

作　　者：邱青云 Qiu Qingyun(Teachers College,Chengdu University,Chengdu 610000,China)

机构地区：[1]成都大学师范学院,成都610000

出　　处：《林区教学》2024年第7期106-109,共4页Teaching of Forestry Region

摘　　要：在新时代、新课标、新教材背景下,基于后现代课程论反观和审视我国高中阅读教学现状,为规避阅读教学中的“现代性”等反噬,以多尔“4R”理论——丰富性、回归性、关联性、严密性为依据,把握阅读教学命脉走势,聚焦教学目标的生成性,选择开放性教学内容,平衡教学实施中的话语权,多元化设计教学评价。Under the background of new times,new curriculum standards and new textbooks,we looked back and examined the current situation of high school reading teaching in our country from the perspective of post-modern curriculum theory.In order to avoid the“modernity”counterattack in reading teaching,based on the William E.Doll's“4R”theory—richness,regression,relevance,rigor,we should grasp the trend of reading teaching,focus on the generation of teaching objectives,extract open teaching content,balance the discourse power in teaching implementation,and design diversified teaching evaluations.

关 键 词：后现代课程论 多尔“4R”理论 阅读教学 

分 类 号：G633.33[文化科学—教育学]