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小学科学阅读的理论认识从当前实际来看,科学阅读并没有成为小学科学教学的常态,一方面科学学科不在传统的评价科目之内,另一方面具有科学阅读指导素养的教师也不多见。因而有必要先从理论认识的角度梳理一下科学阅读所具有的价值。本文所说的科学阅读并不泛指传统意义上的科普读物的阅读,而是指与显性的科学学科学习相关的阅读。科学阅读有点类似于语言学中的“精读”概念,是指学生在阅读的过程中,不只是被动地接受科学知识,更重要的是能够将读物中的内容与自己的经
From the current practical point of view, science reading has not become the norm of science teaching in primary schools. On the one hand, scientific disciplines are not within the traditional evaluation subjects. On the other hand, teachers who have scientific reading guidance literacy are rare. Therefore, it is necessary to sort out the value of scientific reading from the perspective of theoretical understanding. The scientific reading mentioned in this article does not refer to the reading of popular readings in the traditional sense, but refers to readings related to dominant scientific subject learning. Scientific reading is somewhat similar to the concept of “intensive reading” in linguistics, which means that students not only passively accept scientific knowledge during reading, but more importantly, they can compare the contents of the reading with their own