数字技术赋能高中小说物象教学的课堂实践——以《林教头风雪山神庙》为例

Digital Technology-Enhanced Classroom Practice in Symbolic Imagery Instruction of Senior High School—A Case Study of “Lin Chong at the Mountain God Temple in a Snowstorm”

摘要: 小说物象是理解小说情节、人物和主题的重要切入点，也是高中小说阅读教学的重要内容。以《林教头风雪山神庙》为例，探讨交互式电子白板、即时反馈系统和生成式人工智能等普适性数字工具支持小说物象教学的实践路径。围绕课堂导入、知识建构、情境探究和学习评价等环节，通过可视化学情诊断、动态知识图谱构建、多模态情境创设和协同互动评价，引导学生开展文本细读与物象解读。教学实践表明，数字技术能够提升课堂互动与反馈效率，促进学生对小说物象的深度理解和意义建构，发展语言表达、思维品质、审美鉴赏和文化理解等语文学科核心素养，为高中小说阅读教学的数字化实践提供参考。

Abstract: Symbolic imagery serves as a critical entry point for understanding the plot, characters, and themes of fiction, and constitutes an essential component of fiction reading instruction in senior high schools. Using “Lin Chong at the Mountain God Temple in a Snowstorm” as a case study, this paper explores practical approaches to symbolic imagery instruction through the integration of widely accessible digital technologies, including interactive whiteboards, classroom response systems, and generative artificial intelligence. Focusing on key instructional stages—lesson introduction, knowledge construction, contextual inquiry, and learning assessment—the study employs visualized learning diagnostics, dynamic knowledge mapping, multimodal scenario design, and collaborative interactive assessment to support close reading and the interpretation of symbolic imagery. Classroom practice demonstrates that digital technologies enhance classroom interaction and feedback efficiency, facilitate students’ deep understanding and meaning-making of symbolic imagery, and promote the development of core Chinese language competencies, including language expression, higher-order thinking, aesthetic appreciation, and cultural understanding. The findings provide practical implications for the digital transformation of fiction reading instruction in senior high schools.