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“双线共行·三阶递进”分级阅读体系中语篇研读路径建构的实践探索

Practical Exploration of Constructing a Discourse Analysis Pathway within the Concurrent Dual-Track and Progressive Three-Stage Graded Reading System

莫莺燕¹, 朱神海²

Education Study / 2026,8(5): 575-581 / 2026-06-03 19 11

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• Information:

  1．广西壮族自治区桂林市教育科学研究所，桂林；
  2．广西师范大学外国语学院，桂林

• Keywords:
  Concurrent Dual-track and Progressive Three-stage; Discourse analysis pathway; Primary English reading instruction
  “双线共行·三阶递进”; 语篇研读路径; 小学英语阅读教学
• Abstract: In view of fragmented discourse analysis and superficial teaching design among primary English teachers in curriculum implementation, this study carries out innovative transformation and expansion of teachers’ discourse analysis based on the “Concurrent Dual-Track and Progressive Three-Stage Graded” reading system, and constructs a discourse analysis pathway centered on human-AI interaction, teacher-student co-reading, as well as in-class and extracurricular thematic reading. Supported by generative artificial intelligence in the pre-class preparation stage, this pathway deepens in-class discourse analysis through the integration of teachers’ structural text interpretation and students’ picture-based perception. It further explores thematic connotations by combining intensive textbook reading with extensive themed picture-book reading, so as to realize the educational objective of “learning via reading, pleasant application and progressive creation”. Based on the iterative refinement of three teaching cases, this paper demonstrates teachers’ paradigm shift from scattered knowledge explanation to structured discourse analysis. Findings indicate that this pathway effectively facilitates the systematic development of teachers’ discourse analysis competence, offering a replicable practical model for realizing the educational value of primary English instruction. 针对小学英语课程实施中教师语篇研读碎片化、教学设计表层化的问题，本研究依托“双线共行·三阶递进”分级阅读体系，在教师语篇研读维度进行了创造性转化与拓展，构建了以“人机对话—师生共读—课内外主题阅读”为主线的语篇研读路径。该路径以生成式人工智能赋能教师备课预研读、以教师结构研读与学生图像感知的协同融合提升课堂研读深度、以课内主教材精读联结课外同主题绘本泛读深化主题意义，最终服务于“阅学·悦用·跃创”的语篇育人实施。基于三个课例的迭代研磨，呈现了教师从“碎片化知识点讲解”到“结构化语篇研读”的范式转换过程。实践表明，该路径能够有效推动教师语篇研读能力的系统性提升，为小学英语学科育人提供了可复制的实践探索方案。
• DOI: 10.35534/es.0805102 (registering DOI)
• Cite: 莫莺燕，朱神海．“双线共行·三阶递进”分级阅读体系中语篇研读路径建构的实践探索［J］．教育研讨，2026，8（5）：575-581．