文眼、章法与语言:阅读教学中情境支架搭建路向  

Textual Eye,Composition and Language:Setting up Direction of Situational Scaffolding in Reading Teaching

作　　者：袁菊华 YUAN Juhua(Weichang Laboratory Department,Suzhou Middle School,Suzhou 215008,China)

机构地区：[1]苏州中学伟长实验部,江苏苏州215008

出　　处：《宁波教育学院学报》2024年第5期108-113,共6页Journal of Ningbo Institute of Education

基　　金：江苏省苏州市“十四五”初中专项课题“模块化教学背景下的靶向情境设计策略研究”(2021/C/02/012/11)。

摘　　要：情境教学背景下,阅读教学从学生既有认知出发,契合最近发展区,基于文本指向教学目标、搭建情境支架,是阅读教学的一种路径与指向。为更好地贴近文本设计情境支架,提出借助学习资源凸显文眼、梳理章法结构凸显情感反差、借助语言品赏凸显现场场域等具体实施方式,从文本内容出发,采用叠加法,类型化情境支架,以期有效提升阅读核心能力,发展学生各项思维品质。Under the background of contextual teaching,in reading teaching,starting from the existing cognition of students,conforming to the area of recent development,based on text,pointing to the teaching goal and building the situational support is a path and direction of reading teaching.In order to design situational scaffolding more closely to the text,specific implementation methods such as highlighting the eyes with learning resources,highlighting the emotional contrast by combing the structure of rules,and highlighting the field with the help of language appreciation are proposed.Starting from the text content,the superposition method is adopted to type situational scaffolding,so as to effectively improve the core reading ability and develop the quality of thinking.

关 键 词：阅读教学 情境支架 路向 

分 类 号：G623.2[文化科学—教育学]