摘 要
随着素质教育的深入推进，整本书阅读在小学语文教学中的重要性日益凸显，然而当前小学语文整本书阅读指导存在目标模糊、方法单一及评价体系不完善等问题。本研究旨在探索适合小学生认知特点和语文学习规律的整本书阅读指导策略，以提升学生的阅读兴趣、理解能力和综合素养。基于学生主体性的分层指导策略能够显著提高阅读效果，而将情感体验与思维训练相结合的互动式教学模式有助于深化学生对文本的理解。此外，构建多元化的评价机制可以全面反映学生的阅读成长轨迹。本研究的主要创新点在于提出了“情境—任务—反思”三位一体的整本书阅读框架，并设计了具体可操作的教学路径，为小学语文教师提供了实践参考，推动了整本书阅读从经验化向系统化、科学化转变。研究成果对优化小学语文阅读教学具有重要意义，也为进一步深化阅读教育改革奠定了基础。
关键词：整本书阅读；小学语文教学；分层指导策略；互动式教学模式；多元化评价机制
A Study on Guidance Strategies for Whole Book Reading in Elementary Chinese Language Education
英文人名
Directive teacher:×××
Abstract
With the development of quality education, the whole book reading plays an increasingly important role in Chinese teaching in primary schools. However, there are some problems such as fuzzy goal, single method and imperfect evaluation system. The purpose of this study is to explore the whole book reading guidance strategy suitable for primary school students' cognitive characteristics and Chinese learning rules, so as to improve students' reading interest, comprehension ability and comprehensive quality. The hierarchical guidance strategy based on students' subjectivity can significantly improve the reading effect, and the interactive teaching mode combining emotional experience and thinking training can help deepen students' understanding of the text. In addition, the construction of a diversified evaluation mechanism can fully reflect students' reading growth track. The main innovation of this study is that it puts forward the whole book reading fr amework of "situation-task-reflection", and designs a specific and operable teaching path, which provides practical reference for primary school Chinese teachers and promotes the change of the whole book reading from empirical to systematic and scientific. The research results are of great significance for optimizing Chinese reading teaching in primary schools, and also lay a foundation for further deepening the reform of reading education.
Keywords: Whole Book Reading；Primary School Chinese Language Teaching；Layered Guidance Strategy；Interactive Teaching Model；Diversified Evaluation Mechanism
目 录
引言 1
一、整本书阅读的理论基础 1
(一)整本书阅读的概念界定 1
(二)小学语文教学中的整本书阅读意义 2
(三)国内外整本书阅读研究现状分析 2
二、小学语文整本书阅读的教学目标 3
(一)阅读能力培养的核心目标 3
(二)学生情感与价值观的引导策略 3
(三)知识拓展与思维发展的平衡点 4
三、整本书阅读指导的具体策略 4
(一)选书与导读的实践路径 4
(二)阅读过程中的互动式指导方法 5
(三)结果评价与反馈机制的设计 5
四、整本书阅读实施中的问题与优化 6
(一)实施过程中常见问题的分析 6
(二)师资能力提升的关键措施 6
(三)家校合作在阅读指导中的作用 7
结论 7
参考文献 9
致谢 9
