《Wonders》教材中的阅读理解编排与特点——以《Wonders》教材四年级为例
The Arrangement and Characteristics of Reading Comprehension in the “Wonders” Textbook—Taking the Fourth Grade of “Wonders” Textbook as an Example

本研究以美国加州小学语文教材《Wonders》(Treasures教材迭代版本)的阅读理解策略体系为研究对象，采用文本分析法，系统考察其策略架构与编排逻辑。研究发现，该教材建构了包含预测推理、信息可视化、批判性质疑等七大核心策略的元认知培养体系，其编排特征体现三重维度：其一，严格对标CCSS课程标准，构建多层次策略训练体系；其二，遵循认知发展规律，通过情境化任务设计与渐进式支架搭建促进策略迁移；其三，采用螺旋递进式编排模式，实现策略能力的循环强化与知识结构的深度内化。研究特别指出教材创新性地将元认知策略显性化，建立“策略示范–协作应用–独立实践”的显性教学机制，这对母语阅读教学范式转型具有重要启示。
This study takes the reading comprehension strategy system of the American California elementary school language arts textbook “Wonders” (the updated version of the “Treasures” textbook) as the research object. By using text analysis research methods, it systematically examines the strategy framework and arrangement logic. The research finds that this textbook has established a metacognitive cultivation system that includes seven core strategies such as predictive reasoning and information visualization. Its arrangement features are reflected in three dimensions: first, it strictly adheres to the CCSS curriculum standards to build a multi-level strategy training system; second, it follows the cognitive development laws, promoting strategy transfer through contextualized task design and progressive scaffolding; third, it adopts a spiral progressive arrangement model to achieve the cyclic reinforcement of strategy abilities and the deep internalization of knowledge structures. The research particularly points out that the textbook innovatively makes metacognitive strategies explicit, establishing an explicit teaching mechanism of “strategy demonstration-collaborative application-independent practice”, which has significant implications for the transformation of the mother tongue reading teaching paradigm.