论文部分内容阅读
批注式阅读是运用规范、统一的符号或文字将阅读过程中形成的感受、产生的困惑标识、记录下来的一种主动探究的学习方式。学生的批注阅读是一个动态推进的思维过程,有助于学生在调动思维能力的同时,强化自身的自主性阅读。教师可以从课前预习、课中品悟、课后拓展三个维度具体落实。本文提出要树立意识,在课前预习中规范批注要求;鉴赏梳理,在课堂体悟中历练批注能力;类比迁移,在课后拓展中巩固批注方法,从而更好地促进学生核心素养的不断发展。
Annotation reading is the use of norms, symbols or text to read the formation of the process of feeling, the resulting confusion logo, recorded a proactive approach to learning. Students’ annotation reading is a dynamically advanced thinking process, which helps students to strengthen their autonomy while reading. Teachers can preview from class, class awareness, after-school extension of the three dimensions of concrete implementation. In this paper, we should establish awareness, standardize the annotation requirements in pre-class preview; appreciate combing, train annotation ability in class comprehension; analogize migration, and consolidate annotation methods after class to better promote the continuous development of students’ core literacy.