教师在科学阅读中的角色定位与实践策略  

Teachers’Role Positioning in Scientific Reading and Practical Strategies

作　　者：刘志平 张炜婷 LIU Zhiping;ZHANG Weiting(Beijing Teacher Development Institute of Chaoyang District,Beijing 100026;Chaoyang School of Affiliated High School of Tsinghua University,Beijing 100027)

机构地区：[1]北京市朝阳区教师发展学院,北京100026 [2]清华大学附属中学朝阳学校,北京100027

出　　处：《大连教育学院学报》2025年第1期12-15,共4页Journal of Dalian Education University

基　　金：北京市朝阳区“十四五”规划2022年度一般课题“新课程背景下中小学教师跨学科思维培养的实践研究——基于教师专业阅读视角”(2022YB517)。

摘　　要：结合文献研究和实践经验,探讨如何发挥教师在科学阅读中开发者、组织者、促进者和示范者的角色作用,并提出具体的实践策略:通过解析科学阅读能力,确定阅读目的和功能;挖掘科学阅读影响因素,倡导并构建“师生共读”模式;考虑认知发展进阶特点,进行分级分层科学阅读;持续激发科学阅读动机,促进与科学课程的有机融合;合理选择阅读方法,提升学生科学阅读理解力,开展高质量的科学阅读,发展师生的科学素养。Based on literature research and practical experience,this paper discusses how teachers can play the role of developers,organizers,facilitators and demonstrators in scientific reading.It also puts forward specific practical strategies that teachers determine the purpose and function of reading by analyzing the scientific reading ability,advocate and construct the“teacher-student reading”model by exploring the influential factors of scientific reading,carry out graded and layered scientific reading by taking into account the characteristics of cognitive development progression,promote the organic integration of the science curriculum and reading by continuing to stimulate students’motivation in scientific reading,and improve students’comprehension ability in scientific reading by reasonably choosing the methods of reading so that teachers and students can carry out high-quality scientific reading,developing students’scientific literacy.

关 键 词：科学阅读 角色定位 实践策略 

分 类 号：G451.2[文化科学—教育学]