科学教育出现重探究轻阅读的现象，科学立体书一定程度上摆脱了传统书籍的枯燥和乏味，在数字阅读时代下具有不可替代性，对提升小学生科学概念的掌握、科学思维、科学阅读兴趣以及科学创造力有着不可忽视的作用。当前，科学立体书的普及却没有相应教学策略的支持，科学教师在进行科学立体书教学时，面临着不知道教什么、怎么教的问题。科学立体书的空间结构加强了信息的表现力，这与知觉现象学和具身认知理论秉持的观点不谋而合，为科学立体书阅读教学模式的建构提供了理论支撑。在具身认知理论的指导下构建科学立体书阅读教学模式，促进学生科学创造力发展，成为本研究要解决的主要问题。

研究首先通过文献调研梳理并阐释了科学立体书阅读、科学创造力和具身认知理论之间的关联。在“具身认知理论”的支持下，构建出问题导向、协同合作、任务驱动的“2RAE阅读教学模式”，该教学模式分为初步阅读、自主阅读、讨论活动、阅读表达四个教学环节。初步阅读由教师指明阅读目标、聚焦阅读主题，学生在任务驱动下明确阅读任务；自主阅读以学生自主阅读为主，采用提问策略，通过层层相扣的问题指导学生深度阅读；讨论活动环节通过阅读分享活动激发学生阅读兴趣，巩固新知；阅读表达学生在阅读理解的基础上制作并展示科学作品，通过自评、他评的方式进行阅读反思。

接着，本研究针对科学立体书阅读教学模式开展了两轮实证研究，采用准实验的研究方法，以小学高年级学生为被试，在两轮教学实施过程中对科学立体书阅读教学模式进行改进，最终形成2RAE阅读教学模式。收集前后测数据验证阅读教学模式对学生科学成绩、科学阅读兴趣和科学创造力的影响效果。研究结果表明2RAE阅读教学模式指导下的科学立体书阅读教学对小学生的科学成绩、科学阅读兴趣和科学创造力均有积极的影响。教学结束后对学生进行半结构化访谈，对2RAE阅读教学模式进行评估，发现学生对2RAE阅读教学模式表现出较高的接受度和认可度。

综上，2RAE阅读教学模式对学生的科学成绩、科学阅读兴趣和科学创造力具有积极影响，该模式是对科学阅读教学领域的有益补充。

In science education, there is a phenomenon of emphasizing exploration and ignoring reading. To a certain extent, scientific pop-up books get rid of the dullness and tediousness of traditional books, and are irreplaceable in the era of digital reading. Science pop-up book reading plays an important role in enhancing the scientific concept, scientific thinking, scientific reading interest and scientific creativity of primary school students. At present, the popularization of science pop-up books is not supported by specific teaching strategies. Therefore, science teachers do not know how to teach or what knowledge to teach when teaching science pop-up books. The spatial structure of scientific pop-up books strengthens the expressive power of information, which coincides with the viewpoints held by perceptual phenomenology and embodied cognition theory, and provides theoretical support for the construction of scientific pop-up books reading teaching mode. To construct a scientific pop-up book reading teaching mode under the guidance of embodied cognition theory and to promote the development of students' scientific creativity has become the main problem to be solved in this research.

The research firstly combs and explains the relationship between scientific pop-up book reading, scientific creativity and embodied cognition theory through literature research. With the support of “Embodied Cognitive Theory”, a problem-oriented, collaborative, task-driven scientific pop-up book reading teaching model is constructed, which is called “2RAE Reading Teaching Model” . Moreover, this teaching mode is divided into four teaching links: Preliminary reading, Autonomous reading, Discussion activities, and Reading expression. In preliminary reading, teachers specify reading goals and focus on reading topics, and students define reading tasks under task-driven; autonomous reading is mainly based on students' independent reading, using questioning strategies, and guiding students to read in depth through interlocking questions; during the discussion activity stage, students’ interest in reading is stimulated through reading and sharing activities and new knowledge is consolidated; in the reading expression stage, students make and present scientific works on the basis of reading comprehension, and then conduct reading reflections through self-assessment and other assessments.

Based on the above, this study conducted two rounds of empirical research on the scientific pop-up book reading teaching mode, using the quasi-experimental research method, taking senior primary school students as subjects, and improving scientific pop-up book reading teaching mode during the two rounds of teaching implementation, finally formed the 2RAE reading teaching mode. Collect pre- and post-test data to verify the effect of reading teaching mode on students’ scientific achievement, scientific reading interest and scientific creativity. The results of the study show that the science pop-up book reading teaching under the guidance of the 2RAE reading teaching mode has a positive impact on the science achievement, scientific reading interest and scientific creativity of primary school students. Semi-structured interviews were conducted with students after the teaching, and the 2RAE reading teaching mode was evaluated. It was found that students showed a high degree of acceptance and recognition of the 2RAE reading teaching mode.

To sum up, the 2RAE reading teaching mode has a positive impact on students’ science achievement, science reading interest and science creativity, which complements the research in the field of science reading.