互文性与语文学习任务群教学  

Intertextuality and Chinese Learning Task Cluster Teaching

作　　者：刘正伟[1] 李晓芸 Liu Zhengwei;Li Xiaoyun

机构地区：[1]浙江大学教科书研究中心,杭州310058 [2]浙江大学教育学院,杭州310058

出　　处：《课程.教材.教法》2025年第4期84-91,共8页Curriculum,Teaching Material and Method

摘　　要：当前高中语文学习任务群教学面临着学习任务悬空和教学内容分散等问题。互文性理论与语文学习任务群的目标相契合。在教学中,教师可以运用互文性理论对语文学习任务和教学内容进行重新整合,建构出文本与文本、文本与副文本、文本创编与翻译以及文本与写作产生的互文等丰富的教学形态。基于互文性理论的语文学习任务群教学在实施时,应遵循突出学习单元的融合性、追求学习任务的凝聚性和强调学习情境的真实性原则,通过充分挖掘教材互文性资源、优化语文学习任务层级关系以及聚焦真实情境建构学习意义,发展学生的语文核心素养。Currently,Chinese learning task cluster teaching in high school is facing challenges such as disconnected learning task and fragmented teaching content.Intertextuality theory aligns with the objective of the cluster.In teaching,teachers can apply the theory to restructure Chinese learning task and teaching content,thus constructing diverse teaching forms such as the intertextuality of text and text,text and subtext,text creation and translation and text and writing.The implementation of Chinese learning task cluster teaching based on the theory follows the principles of highlighting the integration of learning unit,pursuing the cohesiveness of learning task,and emphasizing the authenticity of learning context.By exploiting intertextual resources in textbook,optimizing the hierarchical relationship of Chinese learning task and focusing on real-life context,it aims to construct meaning of learning and develop students'Chinese core competency.

关 键 词：互文性 语文学习任务群 学习任务 

分 类 号：G63.3[文化科学—教育学]