“双减”背景下小学低年级阅读教学研究.pdf

目录

目录

摘要··············································································III

ABSTRACT·····································································IV

绪论···············································································1

一选题背景··································································1

二研究意义··································································1

三文献综述··································································2

四研究思路及方法·························································6

五创新之处··································································8

六小学低年级课内外阅读教学相关理论······························8

第一章“双减”后低年级学生课内外阅读现状调查················11

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第一节双减政策的提出与解读

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第二节双减后低年级学生阅读现状调查

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第三节双减后低年级学生课内外阅读现状

第二章“双减”后低年级阅读教学存在的问题及成因·············16

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第一节双减后低年级阅读教学存在的问题

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第二节双减后低年级阅读教学出现问题的原因分析

第三章利用“双减”提升小学低年级阅读教学效率的策略·······21

第一节低年级学生高效阅读的办法··································21

第二节教师在阅读教学中不断提升的方法·························22

第三节家长重视阅读教学并参与其中·······························24

第四节学校对阅读教学持续性关注··································26

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目录

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第五节地方学校落实双减后的特色阅读教学案例以扬州

市梅岭小学为例····························································27

结语···············