建构主义理论视域下小学语文整本书阅读教学设计研究——以《中国古代寓言》为例

• 영문명: A Study on Instructional Design for Whole-Book Reading in Primary Chinese from the Perspective of Constructivist Theory: A Case Study of Ancient Chinese Fables
• 발행기관: YIXIN 출판사
• 저자명: Hu Xingyun Zhao Yinting
• 간행물 정보: 『Journal of Education and Teaching』Vol.3 No.4, 13~18쪽, 전체 6쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.04.30

국문 초록

This study explores the application of constructivist theory to whole-book reading instruction in primary Chinese, using Ancient Chinese Fables as a case study. By examining the intrinsic alignment between constructivist principles and whole-book reading pedagogy, a comprehensive instructional design is developed, consisting of three key stages: the introduction lesson, the development lesson, and the reflection lesson. The introduction lesson utilizes contextual scenarios and guiding questions to activate students’ prior knowledge and stimulate reading interest. The development lesson promotes active knowledge construction through independent reading, group collaboration, and strategy instruction. The reflection lesson achieves knowledge deepening, transfer, and integration through student presentations, in-depth discussions, and summaries. This research aims to guide students in engaging in deep reading through a constructivist lens, enhancing both their reading competence and overall literacy. It provides a theoretically grounded and practically demonstrative model for whole-book reading instruction in primary Chinese education.

영문 초록

本研究旨在探讨建构主义理论在小学语文《中国古代寓言》整本书阅读教学中的应用。通过深入剖析建构主义理论与此类阅读教学的内在的契合点，精心设计了包含导入课、推进课及交流课的完整教学方案。导入课借助情境创设与问题引导，激发学生已有经验与阅读兴趣；推进课通过自主阅读、小组合作及策略指导，助力学生主动构建知识体系；交流课凭借成果展示、深度研讨与总结归纳，达成知识的深化、迁移与整合。本研究旨在引领学生基于建构主义理念开展深度阅读，提升阅读能力与综合素养，为小学语文整本书阅读教学提供兼具理论支撑与实践示范价值的范例。

목차

Ⅰ. 引言

Ⅱ. 建构主义理论与小学语文整本书阅读教学的契合点

Ⅲ. 基于建构主义理论的小学语文整本书阅读教学环节设计

Ⅳ. 结语

키워드

Constructivist Theory Primary Chinese Whole-Book Reading Instructional Design Ancient Chinese Fables 建构主义理论 小学语文 整本书阅读 教学设计 《中国古代寓言》