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暑期,笔者参加了一个培训班,其中有一个环节是,主持人让我们分小组讨论关于整本书阅读的三个问题:一是阅读的书目从哪里来?二是阅读过程中学生在哪里?三是学生阅读时教师在哪里?我所在的小组重点讨论了第三个问题。在讨论的过程中,我们逐步梳理出学生阅读时,教师应有的角色意识:共读者、观察者、设计者、引领者、分享者。当我们一味强调个性化阅读的同时,我们是否对文本应有的价值意义有所忽略?儿童阅读中,教师真的应该“不作为”?
Summer, I participated in a training course, one of the links is that the host let us sub-group discussion on the whole book to read the three questions: First, where to read the bibliography? Second, the reading process where the students? Three Where are the teachers when they read? My group focused on the third question. In the process of discussion, we gradually sort out the role awareness that teachers should have when they read: total readers, observers, designers, leaders and sharers. When we emphasize personalized reading at the same time, whether we should ignore the value of the text should have? Children reading, teachers should really “not as ”?