论文部分内容阅读
新颁布的《九年义务教育全日制小学语文教学大纲》(试用修订本)明确规定课外阅读量:“五年制不少于100万字,六年制不少于150万字”。这已引起众多小学语文教师的关注,不少教师在语文总课时不变的前提下,为此开设了“阅读课”,这是一种明智之举。阅读课如何操作?笔者认为,首先必须弄明白开设“阅读课”的出发点,明确其价值取向。一、“阅读课”的价值取向阅读心理学家吉布森和利文提出:“阅读乃是从课文中提取意义的过程”。这里的“课文”一词是指包括印刷的文字、图画、图解、图表在内的等等阅读材料。这里的“提取意义”内容
The newly promulgated “Nine-year Compulsory Education Whole-day Primary School Chinese Teaching Syllabus” (Trial Revised Edition) clearly stipulates extra-curricular reading: “five years not less than 1 million words, six years of not less than 1.5 million words.” This has drawn the attention of many primary school language teachers. Under the premise of keeping a constant total of Chinese hours, many teachers have set up “reading class” for this purpose. This is a wise move. How to operate reading class? The author believes that we must first understand the “reading class” to set the starting point, a clear value orientation. First, the “reading class” value orientation Read psychologists Gibson and Levin proposed: “Reading is the process of extracting meaning from the text.” The term “text” here refers to reading materials including printed words, drawings, illustrations, diagrams and so on. Here’s “extract meaning” content