摘    要 科普文在小学语文教材中比重较大，对传播科学，提升素养至关重要。但经调查发现，该文体在教学中存在着教师文体意识缺乏、教学内容模糊、教学方法失误和阅读方法指导欠缺等问题。并且科普文研究成果较少，但文体教学又是研究热点之一，所以研究科普文教学的意义就更为重大。为此，本文以人教版小学语文教材为研究材料，统计、分析其科普文体裁情况和选编问题，根据课标和文体对每一类科普文的教学目标、内容进行分析、归纳，得出四个切实可行的教学目标及两大教学内容。最后结合现状和课例，发现文艺体科普文教学要知趣结合，科学说明文教学要注重方法指导，并从以读为本、以读促说、以读促写三个方面来探究小学科普文阅读教学的有效策略。85163

Popular science articles occupy a large proportion of primary Chinese textbooks and play an important part in science communication and accomplishment promotion。 However, there is a rising concern for current teaching of popular science articles。 Teachers lack the awareness of literary genre and are not clear about teaching contents。 There are also faults caused by wrong teaching methods and misguidance。 They all add to the concern。 Despite few findings in popular science articles research, literary form teaching is one of the heated subjects to study。 Thus, the research of popular science articles teaching is significant in primary Chinese teaching。 In order to demonstrate it clearly, primary Chinese textbooks in PEP edition are chosen as research materials。 The literary form and texts selecting problems are summed up and analyzed according to the teaching objectives and teaching contents。 There are 4 teaching objectives and 2 main contents selected feasible。 It turns out that popular science texts teaching requires conveyance of knowledge and cultivation of interest。 During the teaching of scientific expositions, instruction modes should be attached great importance to。 Do research on the strategies of reading instruction in primary school based on reading and encourage students to speak and write through reading。

毕业论文关键词：小学科普文； 阅读教学； 文体意识； 策略

Keyword: Popular science articles in primary Chinese textbooks；Reading teaching; the awareness of literary genre; Strategy 

目    录

摘要 3

目录 4

绪论

一、研究意义 5

二、研究现状 6

三、概念的界定 7

四、研究方法、目的和思路 8

第一章 小学科普文阅读教学目标、教学内容分析——以人教版小学语文教材为例

第一节 科普文阅读教学目标分析 9

第二节 据科普文类型对人教版小学语文教材的分析 11

第三节 科普文阅读教学内容分析 16

第二章 小学科普文阅读教学现状的调查与分析

第一节 调查问卷的编制 20

第二节 问卷数据统计与分析 21

第三节 问卷中反映出的教学情况分析 26

第三章 阅读教学有效策略的研究 

第一节 以读为本：读懂知识，品读语言，情感朗读 27

第二节 以读促说：互动交流，情境体验