基于格式塔理论的深度阅读教学策略探索——以《祝福》为例  

Exploration of Deep Reading Teaching Strategies Based on the Gestalt Theory:Taking"The New Year's Sacrifice"as an Example

作　　者：徐可鑫 杨吉琳 Xu Kexin;Yang Jilin(Jilin Normal University,Siping,136000)

机构地区：[1]吉林师范大学文学院,吉林四平136000

出　　处：《长春教育学院学报》2024年第5期101-106,共6页Journal of Changchun Education Institute

基　　金：2023年度吉林省社会科学基金项目“吉林省中小学语文教师语言文字运用调查研究”(2023J40)。

摘　　要：深度阅读既是新课程标准对语文阅读的要求,又是培养学生思维能力与核心素养的途径。针对学生浅阅读的现象,语文课堂更需要实施深度阅读。以格式塔心理学理论为基础,教师在《祝福》阅读教学中采用设置启发式问题、构建阅读网络系统、构建完形、创设情境等策略,达到了良好的教学效果。Deep reading is both a requirement of the new curriculum standards for Chinese reading and a requirement for developing students'thinking ability and key competencies.In response to the phenomenon of shallow reading among students,Chinese classrooms are increasingly calling for the implementation of deep reading.Based on the Gestalt theory,teachers use strategies such as setting heuristic questions,building a reading network system,constructing completions and creating situations,which achieve good teaching results.

关 键 词：格式塔心理学 深度阅读教学 《祝福》 

分 类 号：G632[文化科学—教育学]