| 建构主义视域下“个性化阅读”的教学困惑与应对 |
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| 引用本文： | 吴,威沈玲蓉.建构主义视域下“个性化阅读”的教学困惑与应对[J].宁波大学学报(教育科学版),2018,0(3):128-132. |
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| 作者姓名： | 吴 威沈玲蓉 |
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| 作者单位： | (宁波大学 教师教育学院,浙江 宁波 315211) |
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| 摘 要： | 个性化阅读教学是对传统语文阅读教学的反思和改进，在本质上和建构主义的核心知识观、学习观、教学观具有趋同性。在建构主义视域下，个性化阅读可以被定义为:学生个体在自身已有的经验基础上，以文本的语言符号为建构对象，在阅读共同体中建构意义的学习型阅读。教学实践中，个性化阅读主要存在教学可行性的困惑、教师的角色困惑、教学设计的困惑这三方面的困惑。为消除困惑，本文分别以建构主义的知识观、学习观和社会建构主义的教学观等加以理论应对。
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| 关 键 词： | - |
Teaching Perplexity and Theoretical Response to "Individualized Reading" in the Perspective of Constructivism |
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| WU Wei,SHEN Ling-rong.Teaching Perplexity and Theoretical Response to "Individualized Reading" in the Perspective of Constructivism[J].Journal of Ningbo University(Educational Science Edition),2018,0(3):128-132. |
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| Authors: | WU Wei SHEN Ling-rong |
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| Institution: | ( College of Teachers Education, Ningbo University, Ningbo 315211, China ) |
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| Abstract: | Individualized reading instruction is designed to reflect on the traditional Chinese reading approach, being a convergence of the core knowledge view, the learning concept and the teaching view of the constructivism. In the perspective of constructivism, personalized reading can be redefined as a student’s learning-type reading with the language symbols of a text as the object of construction based on his or her existing experience in the reading community. In practice, the individualized reading is perplexed by its feasibility, a teacher’s role, and the teaching design. In order to dispel the perplexities, countermeasures are drawn from the theoretical views of constructivism concerning knowledge, learning and social constructivist teaching |
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| Keywords: | individualized reading constructivism teaching perplexity theoretical cope |
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