“四阶”思辨:在《拿来主义》教学中探寻思辨性阅读的教学路径  

Four-Stage"Critical Thinking:Exploring the Teaching Path of Critical Reading in the Teaching of"Receivingism

作　　者：黄欢 HUANG Huan(Xiamen Academy of Educational Science,Xiamen 361001,China)

机构地区：[1]厦门市教育科学研究院,福建厦门361001

出　　处：《福建教育学院学报》2024年第11期41-45,F0003,共6页Journal of Fujian Institute of Education

基　　金：2023年厦门市第六批基础教育课程改革课题“真实语境中的高中思辨性写作课程建设研究”(课题编号:Z638)。

摘　　要：以《拿来主义》教学为例,提出“四阶”思辨的思辨性阅读教学路径。首先研读“三新”,明确把握新课标、新教材、新高考思辨学习要求,聚焦思辨性阅读的教学要旨;其次关注“两学”,及时参考学界研究成果,提前调研班级学情,筑牢思辨性阅读的教学根基;然后构建结构化的“四环”教学设计,完成思辨性阅读的教学实施;最后立足“五维”,从写作背景、论证方法、论述主旨、论述意义、思辨精神五个维度,沉淀思辨性阅读的教学反思。Taking the teaching of"Receivingism"as an example,this paper proposes a"four-stage"critical thinking approach to the teaching of critical reading.Firstly,it involves studying the"three news",clearly grasping the requirements of critical thinking learning in the new curriculum standards,new textbooks,and new college entrance examinations,focusing on the essence of critical reading teaching;secondly,it pays attention to"two studies",timely referring to academic research results,and conducting advance research on class learning situations to lay a solid foundation for critical reading teaching;then,it constructs a structured"four-ring"teaching design to implement critical reading teaching;finally,based on"five dimensions",it reflects on critical reading teaching from five dimensions:writing background,argumentation methods,main themes of discussion,significance of discussion,and the spirit of critical thinking.

关 键 词：《拿来主义》 思辨性阅读 教学反思 

分 类 号：G633.33[文化科学—教育学]