语文核心素养下小学中段语文阅读教学现状调查与分析

Investigation and Analysis on the Current Situation of Chinese Reading Teaching in the Middle Grades of Primary School against the Background of Subject Core Literacy

摘要: 随着新课程改革的持续深入，语文核心素养已成为引领小学语文阅读教学的重要方向。小学中段(三、四年级)是学生由识字阅读向理解性阅读过渡的重要阶段，也是阅读习惯形成、阅读策略习得和思维能力发展的关键时期，其阅读教学不仅关乎语言积累与运用，更对思维提升、审美培养和文化传承具有促进作用。为考察核心素养在小学三、四年级阅读教学中的落实状况，本研究主要采用问卷调查法，通过问卷星平台向成都市部分小学中段语文教师和学生分别发放教师问卷和学生问卷。结果显示，当前小学中段阅读教学普遍存在教学资源单一、阅读教学难以因材施教、高阶思维训练不足、师生评价存在差异等问题，导致核心素养培育目标未能有效落地。基于此，本研究提出多元建设阅读资源、优化课堂教学实施结构、强化高阶思维训练、构建双向立体评价机制等建议，以期为小学中段阅读教学改革提供参考，推动语文核心素养在阅读教学实践中有效落实。

Abstract: With the continuous deepening of the new curriculum reform, the middle grades of primary school (Grades 3 and 4) serve as a critical transition stage for students, shifting from character recognition and basic reading comprehension to in-depth textual understanding. It is also a vital period for students to develop reading habits, master reading strategies, and cultivate thinking abilities. Reading teaching at this stage focuses not merely on the accumulation and application of language knowledge, but also advances thinking development, aesthetic appreciation and cultural inheritance. To investigate the implementation status of the core literacy of Chinese language in reading teaching for Grades 3 and 4, this study adopted the questionnaire survey method. Questionnaires for teachers and students were distributed to Chinese teachers and students of several primary schools in Chengdu via the Wenjuan platform. The results indicate that the current middle-grade reading teaching is confronted with prominent problems including insufficient teaching resources, obstacles in differentiated reading teaching, inadequate training of higher-order thinking, and discrepancies between teachers’ and students’ evaluation standards. These problems hinder the effective achievement of core literacy objectives. Based on the above analysis, this study puts forward corresponding suggestions: enrich diversified reading resources, optimize classroom teaching structures, reinforce higher-order thinking training and construct a bidirectional evaluation system. These suggestions are intended to offer references for the optimization of middle-grade reading teaching, so as to steadily implement core literacy objectives in practical reading classrooms.