三层四步:小学语文图画书阅读教学过程模式的理论建构  

Three Layers and Four Steps:Theoretical Construction of the Teaching Process Model of Chinese Picture Book Reading in Primary School Chinese Language Educations

作　　者：黄芳 李莉 HUANG Fang;LI Li(School of Education,Huainan Normal University,Huainan,Anhui,232038;The Eighteenth Primary School of Tianjiaan District,Huainan,Anhui,232001)

机构地区：[1]淮南师范学院教育学院,安徽淮南232038 [2]淮南市田家庵区第十八小学,安徽淮南232001

出　　处：《贵州师范学院学报》2024年第8期71-77,共7页Journal of Guizhou Education University

基　　金：2021年安徽省教育科学研究项目“基于具身认知理论的小学语文绘本阅读教学研究”(JK21102)。

摘　　要：小学语文图画书阅读教学的独特性源于图画书独特的文本结构。在分析图画书图文表达、故事性状、主题形态三层结构的基础上,根据“三层级阅读教学理论”,建构了图画书“释义层-解码层-评鉴层”三层、“共读释义-回读解码-研读思辨-鉴读迁移”四步的阅读教学过程模式,以发挥图画书在小学生核心素养形成中的多重育人价值,为小学语文图画书阅读教学中的问题提供解决思路与参考。The uniqueness of Chinese picture book reading teaching in primary schools stems from the unique text structure of picture books.On the basis of analyzing the three-layer structure of picture books,such as graphic expression,story traits and theme form,and guided by the"three-level reading teaching theory",a three-layer reading teaching process model of"interpretation layer-decoding layer-evaluation layer"and"co-reading inter-pretation-re-reading decoding-study speculation-reading transfer"was constructed,so as to give full play to the multipe educational value of picture books in the formation of primary school students'core literacy,and provide i-deas and references for solving problems in the reading teaching of Chinese picture books in primary schools.

关 键 词：图画书 文本结构 分层阅读 模式 

分 类 号：C623.2[社会学]