摘要
“双新”背景下,依托新修统编教材实现叙事资源读写共生,是初中语文培育学生写作素养的重要路径。本文立足新修统编教材中的叙事类文本,紧扣读写共生核心,将其系统归纳为视角选择、线索建构、矛盾设置、选材结构、虚实相生五大类,并结合教材文本实例对每一类叙事文本提出针对性的读写转化策略,助力破解初中语文读写结合难题,通过构思思维系统化培育,落实核心素养育人目标,助力学生实现从“学写法”到“会创作”的跨越。
Against the backdrop of the“New Curriculum Standards and New Textbooks”,realizing the symbiosis of reading and writing of narrative resources by virtue of the newly revised national unified textbooks has emerged as a crucial approach to fostering students’writing literacy in junior high school Chinese.Based on the narrative texts in the newly revised national unified textbooks and focusing on the core of reading-writing symbiosis,this paper systematically categorizes the embedded narrative texts into five types:perspective selection,clue construction,conflict setting,material selection and structure,and virtual-real combination.For each type of narrative text,targeted reading-writing transformation strategies are proposed in conjunction with examples from teaching materials,thereby helping to address the disconnection between reading and writing in junior high school Chinese.Through the systematic cultivation of conceptive thinking,the educational objective of core literacy is fulfilled,and students are assisted in achieving the transition from“learning writing techniques”to“being capable of creation”.
作者
汤英
TANG Ying(Songjiang Sijing Experimental School Attached to Shanghai University Of Engineering Science,Shanghai 201619,China)
出处
《教育参考》
2026年第1期68-72,共5页
Education Approach
关键词
叙事类文本
读写转化策略
Narrative Texts
Reading-writing Transformation Strategies
