从“知识放逐”到“知识回归”——儿童语文核心素养在阅读教学中的“表征”

“Representation” of Children’s Chinese Core Literacy in Reading Instruction

小学是语文学科知识的基础性建构阶段。针对当下教学中核心素养的培养脱离知识学习的现状,语文阅读教学应当明晰儿童语文核心素养的表征、厘清儿童语文核心素养在阅读教学中的逻辑、延展儿童语文核心素养中阅读教学整体评价,深度聚焦阅读教学过程中的儿童语文素养核心,对知识进行恰当的技术化处理并用艺术化的方式予以呈现,内化到学生的认知结构当中,真正促进儿童语文核心素养的生长。

Primary school is the fundamental constructing stage of Chinese disciplinary knowledge. In view of the present situation in which the cultivation of the core literacy is divorced from knowledge learning, Chinese reading instruction should clarify its representation, distinguish its logic in reading, and extend its overall assessment. Teachers should deeply focus on children’s core literacy, technically process corresponding knowledge, and artistically present related knowledge so that students can internalize the knowledge and their core literacy can be improved further.