基于“构建对话式探究性阅读教学模型”课题实验一年多来的探究,以“召唤结构”视阈观察儿童与文本的对话关系,我们发现在小语阅读教学中,作为阅读主体的儿童的“召唤结构”与作为阅读客体的文本的“召唤结构”存在着“同构”“异构”“重构”的关系。 Based on the exploration of more than a year since the establishment of the dialogue inquiry reading teaching model and the observation of the dialogues between children and texts with the perspective of “summon structure ”, we find that in reading teaching of small language, The “summon structure” of the child of the subject and the “summon structure” of the text as the reading object have the relationship of “isomorphism”, “heterogeneous”, “reconstruction”.