本文選題：核心素養(yǎng) + 語(yǔ)文�。� 參考：《上海教育科研》2017年07期

【摘要】：教材解讀能力是教師的標(biāo)志性能力。以語(yǔ)文核心素養(yǎng)觀審視當(dāng)下教師的教材解讀可以看出,當(dāng)前教師的突出問(wèn)題在于解讀沒(méi)有類(lèi)別意識(shí)、層面單一、缺乏編者視角和形式層面的自覺(jué)。建議采用問(wèn)題分類(lèi)解讀、多點(diǎn)聚焦解讀、跨界融匯解讀等創(chuàng)造性解讀教材的方法解決這些問(wèn)題。在實(shí)施過(guò)程中需要注意循序漸進(jìn)、言之有據(jù),并對(duì)文本有所選擇,不能一概而論。
[Abstract]:The reading ability of teaching material is the mark ability of teachers.From the view of Chinese core literacy, we can see that the outstanding problem of current teachers lies in the lack of category consciousness, the single level, the lack of editor's angle of view and the consciousness of form level.It is suggested to solve these problems by using creative interpretation methods such as problem classification interpretation, multi-point focus interpretation and cross-border integration interpretation.In the process of implementation, attention should be paid to gradual, well-informed, and text selection, can not generalize.
【作者單位】： 江蘇省蘇州市滄浪新城第二實(shí)驗(yàn)小學(xué);
【分類(lèi)號(hào)】：G623.2
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本文編號(hào)：1767854