摘 要
随着教育改革的深入推进，小学语文教学中情境创设作为一种有效的教学策略逐渐受到关注。本研究旨在探讨情境创设对小学生阅读能力的影响，以期为优化语文教学提供理论支持与实践指导。研究选取某市三所小学的240名学生作为研究对象，通过准实验设计方法，将学生分为实验组和对照组，分别采用情境教学法和传统教学法进行为期三个月的教学干预。研究运用问卷调查、课堂观察及阅读能力测试等多维数据收集手段，结合定量与定性分析方法对结果进行深入探讨。研究表明，情境创设能够显著提升小学生的阅读理解能力、情感体验水平以及文本解读的深度，同时激发其学习兴趣和主动性。此外，研究发现不同性别和学习能力的学生在情境教学中的表现存在差异性特征。本研究的创新点在于系统揭示了情境创设在小学语文阅读教学中的具体作用机制，并提出了针对性的教学优化建议，为相关领域的研究提供了新的视角和实证依据。关键词：情境创设; 阅读能力; 小学语文; 教学策略; 性别差异
Abstract
With the deepening of educational reform, situational creation in primary school Chinese language teaching has gradually attracted attention as an effective teaching strategy. This study aims to explore the impact of situational creation on elementary students' reading abilities, providing theoretical support and practical guidance for optimizing Chinese language instruction. A total of 240 students from three primary schools in a city were selected as research participants and divided into experimental and control groups through a quasi-experimental design. The experimental group was taught using situational teaching methods, while the control group received traditional instruction over a three-month period. Multiple data collection methods, including questionnaires, classroom observations, and reading ability tests, were employed, and both quantitative and qualitative analysis approaches were utilized to thoroughly examine the results. The findings indicate that situational creation significantly enhances elementary students' reading comprehension, emotional engagement, and depth of textual interpretation, while also stimulating their interest and initiative in learning. Additionally, the study reveals differential characteristics in the performance of students with varying genders and learning abilities within situational teaching contexts. The innovation of this research lies in its systematic revelation of the specific mechanisms by which situational creation functions in primary school Chinese reading instruction, along with the proposal of targeted teaching optimization recommendations, offering new perspectives and empirical evidence for related research fields.Key words:Context Creation; Reading Ability; Primary School Chinese; Teaching Strategy; Gender Difference
目 录
中文摘要 I
英文摘要 II
引 言 1
第1章、情境创设的理论基础 2
1.1、情境创设的概念界定 2
1.2、阅读能力的核心要素 2
1.3、理论框架与研究意义 3
第2章、小学语文教学中的情境设计 4
2.1、情境创设的基本原则 4
2.2、教学情境的类型分析 4
2.3、情境设计的实施路径 4
第3章、情境创设对阅读理解的影响 6
3.1、提升文本解读能力的作用 6
3.2、增强情感共鸣的效果分析 6
3.3、改善信息整合能力的研究 6
第4章、情境创设在阅读教学中的实践效果 8
4.1、学生阅读兴趣的变化分析 8
4.2、阅读策略的培养与优化 8
4.3、实践案例与成效评估 9
结 论 10
参考文献 11
