最近发展区理论视域下高中英语课内外阅读的衔接问题与对策研究——基于“双重落差”的分析视角

A Study on the Integration of In-Class and Extracurricular Reading in Senior High School English from the Perspective of the Zone of Proximal Development Theory—Based on the Analytical Framework of “Dual Gap”

摘要: 高中英语课内外阅读教学中的“双重落差”问题日益凸显，既存在初高中学段衔接的纵向落差，也面临班级内学生个体分化的横向落差。本研究以最近发展区理论为分析框架，通过案例分析法深入探究双重落差的成因，并提出缓冲、阶梯式纵向过渡路径与多元、协同式横向分层策略。围绕阅读资源的分层匹配、学习支架的阶梯搭建、项目产出的协同整合三个维度实现课内外阅读的深度融合，以期为初升高关键过渡期的英语阅读教学提供实践参考。

Abstract: The issue of “dual gap” in senior high school English reading instruction has become increasingly prominent. It encompasses both the vertical gap in the transition from junior to senior high school and the horizontal gap in the differentiation among students within the same class. Adopting the Zone of Proximal Development (ZPD) theory as its analytical framework, this study employs case analysis to explore the causes of the dual gap in depth. It proposes buffer and stepped vertical transition paths as well as diversified and collaborative horizontal grouping strategies. The integration of in-class and extracurricular reading is achieved through three dimensions: tiered allocation of reading resources, scaffolded construction of learning support, and collaborative integration of project-based outcomes. This study aims to provide practical references for English reading instruction during the critical transition period from junior to senior high school.