绘本阅读教学策略分析：培养学生思维品质的有效路径

本文以一个绘本阅读课例为例，探讨“引入主题背景，身临其境激旧知”、“剖析构成要素，细致有章探封面”、“设问层层深化，步步推进挖图文”、“搭建表达支架，理解感悟引创编”四条教学策略在培养学生逻辑性思维、批判性思维和创造性思维方面的作用。

课例内容:

1 T: This is the cover of the picture book. Look at it. Do you have any questions about the story? When we read a story, what can we ask about?2 S1: What happened?3 T: Yes, what happened? What’s the story about? And can you have a guess from the cover? What may happen?4 S2: Maybe they eat ice cream at the table because they love ice cream.5 T: Good guessing! That’s very interesting. Any other questions?6 S2: Who loves ice cream?7 T: Yes! Who loves ice cream? Can you guess?8 S2: Maybe this family.9 T: Yes, maybe the three people on the cover love ice cream. I guess so. Other questions?10 S3: When is it?11 T: Yes! It’s about the time. Maybe it’s lunch time or dinner time. Thank you. More questions?12 S4: Who are they?13 T: Yes! It’s also about the people. Maybe it’s the family on the cover, right? What else?14 S5: Where are they?15 T: Good job! Place! Can you guess where are they?16 S5: Maybe they are at their home.17 T: Wonderful! Maybe. And who want to ask more?18 S6: Why do they love ice cream?19 T: Yes, why? The reason. Do you like ice cream? And why?20 S6: I like it because it tastes sweet.21 T: Very good. And now let’s look. To read a story, I think you want to know these. We want to know time, places, characters. And the most important is that you need to know the plot. And we also want to know some other things. And this time let’s read the whole story and find out the main idea.

教学策略分析:

引入主题背景，身临其境激旧知

通过引入主题背景，老师让学生了解这是一本绘本，提醒学生注意观察绘本的封面，从而让学生身临其境地进入故事的情境中。这种教学策略有利于激发学生的好奇心和兴趣，帮助学生更加主动地参与到学习中来。

剖析构成要素，细致有章探封面

老师通过问学生关于故事的问题，逐步引导学生探讨故事的构成要素，如时间、地点、人物、情节等，从而让学生对故事有一个全面的认识。这种教学策略有利于培养学生的逻辑性思维和批判性思维，使学生能够更加深入地理解故事的内涵。

设问层层深化，步步推进挖图文

老师通过一系列的问题，逐步深入挖掘绘本封面的信息，引导学生逐步理解故事背景、情节和人物特点等，从而培养学生的细致思考和深入思考的能力。这种教学策略有利于培养学生的批判性思维和创造性思维，让学生能够更好地理解、分析和评价文本。

搭建表达支架，理解感悟引创编

老师通过让学生表达自己对故事的理解和感悟，促进学生的创造性思维和表达能力，从而让学生更好地理解和运用所学知识。这种教学策略有利于培养学生的创造性思维和表达能力，让学生能够更好地运用所学知识。

总结:

通过以上分析可以看出，该课例的四条教学策略有效地结合了逻辑性思维、批判性思维和创造性思维，帮助学生在阅读绘本的过程中提升思维品质。教师可以通过不断探索和实践，将这些策略运用到实际教学中，培养学生的思维能力，促进学生的全面发展