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文体意识在课堂上比较普遍地得到重视,应是2011年版课标颁布之后。2011年版课标在“阅读目标与内容”的表述中,比以往的大纲或标准更明确地加大了对文体意识的关注。其中,与文体意识培养相关的表述占了很大比例,第一学段有3条(4、6、7),第二学段有3条(6、8、9),第三学段也有3条(5、6、8)。其中,第三学段第5条明确指出了“叙事性作品”“诗歌”“说明文”等不同文体的阅读内容和方法。综合来看,从文体角度考虑,课标给出了这样的信息和定位:低段以阅读浅近的童话、寓言、故事、儿歌、儿童诗和古诗为主,中段主要对叙事性作品提出了阅读理解方面的要求,高段分文体提
Style awareness in the classroom more generally get attention, should be the 2011 edition of the standard after the promulgation. 2011 edition of the standard in the “reading target and content ” in the statement, than the previous outline or standard more clearly increased awareness of style awareness. Among them, the expression related to the cultivation of style consciousness accounts for a large proportion, the first section has 3 (4,6,7), the second section has 3 (6,8,9), the third section also has 3 (5, 6, 8). Among them, the third paragraph of Article 5 clearly pointed out “narrative works ” “poetry ” “description ” and other different style of reading content and methods. Taken together, from a stylistic point of view, the curriculum standard gives such information and orientation: the lower segment is mainly fairy tales, fables, tales, children’s songs, children’s poems and ancient poems, while the middle paragraphs mainly read narrative works Understand the requirements, high segment style mention