統(tǒng)編教材背景下小學(xué)語(yǔ)文三年級(jí)故事類整本書(shū)閱讀課的實(shí)施路徑

摘 要：統(tǒng)編小學(xué)語(yǔ)文教材中對(duì)整本書(shū)閱讀書(shū)目的推薦具備一定規(guī)律，其中三年級(jí)主要推薦了單篇合集類的童話故事集和寓言故事集，呈現(xiàn)出以文體組織單元、閱讀策略層層推進(jìn)的特點(diǎn)，這一編排特點(diǎn)對(duì)三年級(jí)故事類整本書(shū)閱讀課的分課型實(shí)施具有重要的指導(dǎo)意義。

關(guān)鍵詞：統(tǒng)編教材；單篇合集類；整本書(shū)閱讀

Research on the Implementation Pathways of Reading Full-length Storybooksin Third Grade Chinese Language Classes Under the Background ofUnified Compilation Textbooks

Wu Ying Li Fangfang

Abstract：In the unified primary school Chinese language textbooks，recommendations for full-length book reading exhibit certain patterns.For third grade，the focus is mainly on anthologies of fairy tales and fables，characterized by organizing units based on literary forms and progressively advancing reading strategies.This organizational characteristic has significant guiding implications for the implementation of different types of reading lessons focusing on full-length storybooks in third grade.

Key words：Unified Compilation Textbooks；Anthologies of Single Works；Full-length Book Reading

《義務(wù)教育課程標(biāo)準(zhǔn)（2022版）》將整本書(shū)閱讀作為拓展型學(xué)習(xí)任務(wù)群的重要組成部分，提出要“引導(dǎo)學(xué)生在語(yǔ)文實(shí)踐活動(dòng)中，根據(jù)閱讀目的和興趣選擇合適的圖書(shū)，制訂閱讀計(jì)劃，綜合運(yùn)用多種方法閱讀整本書(shū);借助多種方式分享閱讀心得，交流研討閱讀中的問(wèn)題，積累整本書(shū)閱讀經(jīng)驗(yàn)，養(yǎng)成良好閱讀習(xí)慣，提高整體認(rèn)知能力，豐富精神世界”。（剩余3895字）