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能启迪学生心智、引领学生生命成长的阅读是有品质的阅读。品质阅读的形成需要适宜的阅读环境和教师的阅读引领。在研究实践中,笔者认为品质阅读需经历三个层级,即“感知阅读、探究阅读、主题阅读”。扫清阅读障碍,对阅读文本内容有整体感知是属感知阅读范畴;探究阅读需要对文本进行深层剖析,主动寻找、探究文本价值内涵;主题阅读则是将文本中散落的价值内涵用主题这一红线将其串联起来,为学生的生命成长
Reading can inspire students ’minds and lead students’ life to grow with quality reading. The formation of quality reading requires a suitable reading environment and teacher’s reading lead. In research practice, I believe that the quality of reading need to go through three levels, namely “perceived reading, exploring reading, reading the subject ”. To clear the reading disorder and to read the content of the text as a whole is a category of perceptual reading; to explore reading requires deep analysis of the text, to find and explore the value of textual content; theme reading is the content of the text scattered in the theme of this The red lines connect it in series to grow a student’s life