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在学生阅读素养培养中,不同年段、不同类型的文本应有各自不同的侧重点;每个学生的课堂分享除了基于自身与文本的充分对话,也要基于对同伴分享的倾听与思考,这样才能使得分享式阅读课堂交流更有深度与效度。在具体实践研究中,我们做了以下尝试:一、围绕学科核心素养,明确学段能力重点,归纳阅读教学通览在学校层面实施课程改革的过程中,我们都曾反复纠结于诸如“学生学什么?老师教什么?学到什么程度?教到什么
In the cultivation of students’ reading qualifications, different years and different types of texts should have their own different emphases. Each student’s classroom sharing should be based on listening to and thinking about peer-sharing In order to make sharing reading class more depth and validity. In the specific practice research, we have made the following attempts: First, focusing on the core competence of the discipline, clarifying the focus of the academic ability and concluding reading instruction At the school-level implementation of the curriculum reform, we have repeatedly tangled with students such as ” What do you teach, what do you teach, what level you learn, what you teach