在信息爆炸的时代，摘要意识及能力的培养具有必要性和实用性。但从初中学生 的实际表现来看，信息类文本摘要教学的效果并不理想。本研究聚焦于八年级语文信 息类文本阅读课堂，对 16 个教育部级优秀课例的摘要教学片段进行视频观察，经过统 计和分析，得出以下结论。

八年级语文信息类文本摘要教学以抓住要点、归纳要点、辨析结构、联系要点为 基本内容，以圈点批注、绘制图表、自我提问为辅助内容。这些内容要素的确定性较 强，其构成方式对应预期成果分为三种类型。提炼文章要点导向的摘要教学内容结构 简单、专项突出，简述文章大意导向的摘要教学内容层次分明、全项联动，梳理文章 框架导向的摘要教学内容结构紧实、多项统整。从活动程序来看，八年级语文信息类 文本摘要教学有尝试-指导式、提问-应答式、传授-应用式等三种组织方式，分别以任 务、问题、行动为核心单位计划，以体验、互动、检验为主要学习方式，以知识建构、 成果产出、步骤规范为教学活动要旨，学生在摘要实践中获取的直接经验得到了普遍 重视。

本研究对优秀课例的实践经验进行了描述、解释和归纳，以此为现实依据，构建 了八年级语文信息类文本摘要教学内容框架与活动路径，以期推动其在语文课堂中的 有效实施。

In the era of information explosion, cultivating the awareness and ability of summarization is necessary and practical. However, from the actual performance of junior high school students, the effect of information texts’ summarization teaching is not ideal. This study focuses on the eighth-grade Chinese information texts reading class, makes video observations on summarization teaching fragments of 16 excellent teaching cases at the Ministry of Education level，and get conclusions as following through statistics and analysis.

Grasping the main points, generalizing the main points, analyzing the structure and connecting the main points are the basic components of the eighth-grade Chinese informational texts' summarization teaching content. Annotated reading, drawing diagrams and selfquestioning are the auxiliary ones. These elements are highly deterministic and constituted in three types corresponding to expected outcomes. The structure of the summarization teaching content oriented to the main points of the article is simple and specific. The summarization teaching content oriented to the main idea of the article is organized in a clear hierarchy and is linked across all items. The structure of the abstract teaching content oriented to the framework of the article is compact and multiple items are integrated. From the perspective of activity procedures, there are three types of summarization teaching: trial—instruction, question—response, and impartation—application. They respectively take tasks, questions, and actions as the core unit plans, take experience, interaction, and testing as the main learning methods, and take knowledge construction, product output, and step standardization as the main thrust of teaching activities, The direct experience gained by students in summarization practice has received widespread attention.

This study describes, explains, and summarizes the practical experience of excellent lesson examples, and based on this, constructs content framework and activity path for the eighthgrade Chinese informational texts' summarization teaching, with a view to promoting its effective implementation in Chinese classrooms.