【作 者】：
吴 娟， 王智颖， 袁欢欢
【关 键 词 】：
智慧学习环境； 三余阅读App； 生成性教学； 文本解读； 初中语文； 行动研究
【栏 目】：
课程与教学
【中文摘要】：
为了改变初中生在语文课堂中被动听讲的学习状态，研究借助智慧学习环境的优势，以生成性学习为理论基础，构建了语文生成性阅读教学的策略框架模型，并形成可操作的教学路径。以三余阅读App作为教学开展的软件环境，在北京某校初中部1∶1的语文课上实施了为期5周、三个轮次的行动研究，分别探讨了语文生成性阅读教学的可行性、易用性和实施效果的优化，进而分析了该教学对初中生文本解读的影响。结果表明：（1）智慧学习环境下语文生成性阅读教学可以提高学生（尤其是基础薄弱学生）的文本解读能力；（2）学生文本解读的等级水平表现出升高的趋势；（3）相较第一轮次，学生在第三轮次中解读作品的完整性、准确性、条理性及总得分均有显著提升。
【英文摘要】：
In order to change the learning status of passive listening of junior high school students in Chinese class, this paper, with the advantage of the smart learning environment and based on the generative learning theory, constructs a strategic framework model of generative reading teaching and forms an operable teaching method. With SanYu Reading App as the software environment for teaching, a five-week, three-round action research is implemented in the 1∶1 Chinese class in a junior high school in Beijing to explore the feasibility, usability and optimization of the implementation of the generative reading teaching respectively, and then to analyze the impact of this teaching on junior high school students' text interpretation. The results show that (1)the generative teaching in the smart reading environment can improve students' text interpretation skills (especially for students with weak foundation);(2)the level of students' text interpretation works shows an upward trend;(3)compared with the first round, the completeness, accuracy, organization and total scores of students' interpretation of works in the third round have been significantly improved.