Content Reconstruction and Strategy Optimization of Junior Middle School Chinese Reading Instruction Oriented Toward Core Competencies
核心素养导向下初中语文阅读教学的内容重构与策略优化

摘要

核心素养的提出从根本上重塑了语文教育的价值取向，阅读教学作为语文课程的核心环节，其内容选择与 策略设计面临深层调整的现实压力。当前初中语文阅读教学普遍存在内容碎片化、目标知识化、策略单一化三类结 构性问题，制约了学生语言运用能力、思维发展水平与审美感知能力的有效培养。本文以《义务教育语文课程标准 （2022 年版）》确立的语文核心素养四个维度为分析框架，从内容重构与策略优化两条主线展开论述。内容重构层 面，提出以语言建构为基础重组文本解读维度，以思维发展为核心整合阅读层次，以审美鉴赏为导向拓展内容边界， 以文化传承为价值锚点筛选教学内容；策略优化层面，系统阐述任务群教学、群文阅读、对话式教学与过程性评价 四条路径的实施逻辑与操作要点。研究认为，内容重构与策略优化须协同推进，方能真正实现核心素养在阅读教学 中的有效落地。

Abstract

The proposal of core competencies has fundamentally reshaped the value orientation of Chinese language education. As a core component of the Chinese curriculum, reading instruction is facing practical pressure for in-depth adjustment in content selection and strategy design. At present, junior middle school Chinese reading instruction commonly faces three structural problems: fragmented content, knowledge-oriented objectives, and single teaching strategies, which restrict the effective cultivation of students’ language application ability, thinking development, and aesthetic perception. Taking the four dimensions of Chinese language core competencies established in the Compulsory Education Chinese Curriculum Standards (2022 Edition) as the analytical framework, this paper discusses the topic along two main lines: content reconstruction and strategy optimization. At the level of content reconstruction, it proposes reorganizing the dimensions of text interpretation based on language construction, integrating reading levels with thinking development as the core, expanding content boundaries under the guidance of aesthetic appreciation, and selecting teaching content with cultural inheritance as the value anchor. At the level of strategy optimization, it systematically explains the implementation logic and operational points of four paths: task-group teaching, group reading, dialogic teaching, and process-oriented evaluation. The study argues that content reconstruction and strategy optimization must be advanced in coordination in order to truly achieve the effective implementation of core competencies in reading instruction.