摘要
面对不同于传统单篇阅读的群文阅读,不少教师对其教学效果、教学内容、教学过程以及在文体上的适用性等存在诸多困惑。教学实践中,教师受要素主义教育理论、单篇阅读教学惯性以及对群文阅读特点缺乏认知等的影响,群文阅读教学常常采用课文机械叠加的模式。梳理群文阅读的核心概念,可知群文之“文”当理解为跨媒介、跨学科的多“文本”,群文之“群”意指群文阅读的本质为结构性读解文本,议题之“议”指群文阅读为紧扣议题的个体性探究。鉴于群文阅读的特点,可从四个方面来构建教学实践路径:设置生成性目标为主的教学目标,设计可议性和系统性强的议题,践行为学生提供学科核心概括性知识和背景性知识的课前引导,构建侧重过程性和互动性的多维教学评价。
Many teachers have a lot of doubts about teaching effect,teaching content,teaching process and applicability of group text reading because it greatly differs from traditional single-text reading.Affected by essentialism,single-text reading teaching inertia and lack of cognition about the characteristics of group text reading,teachers tend to combine some texts together mechanically.Through analysis,it is found that“text”refers to cross-media and interdisciplinary multi-text,“group”means the essence of group text reading means structural interpretation of texts.Its practical path includes setting teaching objectives mainly based on generative goals,designing debatable and systematic issues,implementing pre-class guidance that provides core general knowledge and background knowledge for students,and constr ucting multi-dimensional teaching evaluation focused on process and interaction.
出处
《课程．教材．教法》
CSSCI
北大核心
2023年第8期79-84,共6页
Curriculum，Teaching Material and Method
关键词
群文阅读
教学困境
议题
多维评价
group text reading
teaching dilemma
topic
multi-dimensional evaluation
作者简介
陈雪,吉首大学文学与新闻传播学院副教授,教育学博士(吉首416000)。
