<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">RTED</journal-id><journal-title-group><journal-title>Research on Teacher Education and Development</journal-title></journal-title-group><issn>3066-8999</issn><eissn>3066-9006</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/RTED.2025230029</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>高中整本书阅读教学中自主学习论的运用</title><url>https://artdesignp.com/journal/RTED/1/23/10.61369/RTED.2025230029</url><author>郭学君,林林,李娜</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>1</volume><issue>23</issue><history><date date-type="pub"><published-time>2025-11-14</published-time></date></history><abstract>高中整本书阅读教学中自主学习论的运用，旨在通过有步骤、有层次地指导学生的整本书阅读，调整学生的阅读状态，以实现学生阅读效果的最优化，助力学生的阅读。教师在将自主学习论运用于整本书阅读教学时，应遵循自主学习的三个阶段，根据预先计划阶段、实施阶段、自我反思和评价阶段指向内容的不同，依据整本书的内容属性和文体特点，结合课程标准对整本书阅读目标的规定，辅助学生整本书阅读预期目标的确定，调控学生阅读过程的状态、阅读理解的层次，将形成性评价和终结性评价相结合以协助学生自我评价的实现。</abstract><keywords>整本书阅读,自主学习,预先计划阶段,实施阶段,自我反思和评价阶段</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]SCHUNK,D., &amp;amp; ZIMMERMAN,B. Social origins of self-regulatory competence[J]. Educational Psychologist, 1997,32(4):195-208.[2]ZIMMERMAN, B. Becoming a self-regulated learner: An overview[J]. Theory Into Practice, 2002,41(2): 64-70.[3]ZIMMERMAN, B. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects[J].American Educational Research Journal, 2008,45(1):166-183.[4]VACCA, R. From efficient decoders to strategic readers[J]. Educational Leadership,2002, 60(3): 6&amp;ndash;11.[5]SHANANHAN, T., &amp;amp; SHANAHAN, C.Teaching disciplinary literacy to adolescent: Rethinking content-area literacy. Harvard Educational Review, 2008,78(1): 40&amp;ndash;59[6]DAVIS,M.H.,&amp;amp;GUTHER,J.H. Measuring reading comprehension of content area texts using an assessment of knowledge organization[J].The Journal of Educational Research, 2015,108(2): 148-164.[7] 中华人民共和国教育部. 普通高中语文课程标准（2017 年版）[S]. 北京人民教育出版社，2017：11.[8]BEST,R.M. , et al. Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts[J].Reading Psychology, 2008,29(2): 137-164.[9]TUN, P. A.Age differences in processing expository and narrative text[J]. Journal of Gerontology,1989,44(1): 9&amp;ndash;15.[10] 计静晨, 王彤彦, 冯傅祎. 基于语文学科关键能力发展的实用类文本阅读评价[J]. 中国考试,2018(10):10-13.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
