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儿童是阅读的主体,是教学所关注的对象。阅读教学不能是教师一厢情愿地理解与感知,而是在儿童的立场下,从儿童的视角关注文本,促进儿童语文核心能力的提升。因此,教师要养成敏锐的意识,在课堂教学中关注儿童的动态资源,使其成为教学的第一手素材,为推进富有成效的阅读训练奠基。因此,本文提出要捕捉动态资源,在尊重个性中推动趣味阅读;创设动态资源,在设置冲突中强化自主阅读;紧扣动态资源,在拨乱反正中践行探究阅读;整合动态资源,在组织辩论中强化反思阅读,从而促进学生动态生成资源的提升。
Children are the main body of reading and the object of teaching. Reading teaching can not be understood and perceived as a teacher’s wishful thinking. Instead, it focuses on the text from the perspective of children in the perspective of children, and promotes the improvement of children’s language core competence. Therefore, teachers should develop a keen sense of concern in the classroom teaching of children’s dynamic resources, making it the teaching of first-hand material, the foundation for the promotion of effective reading training. Therefore, this paper proposes to capture dynamic resources and promote interesting reading in respect of individuality; to create dynamic resources, to strengthen independent reading in the setting of conflicts; to be closely linked with dynamic resources; to practice reading in the midst of disorder; to integrate dynamic resources in the organizational debate Strengthen the reflection reading, thereby promoting students to dynamically generate resources to enhance.