主持人语知识价值被放大后,语文阅读的教学行为指向获取读者在理解上“懂得”的一致性。教学的最大期待就是:把教师懂得的,不损失信息、不走样地教给学生。我们假定文本阅读是有一个正确答案的。换句话说,我们认为阅读所得的那个理解意义,是唯一正确的。谁最有可能掌握这个唯一正确的理解呢?从学生角度看,教师在解读文本上更加权威;从教师角度 After the value of host language is enlarged, the teaching of Chinese reading points to the consistency of obtaining “understanding” of readers. The greatest expectation of teaching is: to understand the teacher, without loss of information, do not take the sample to teach students. We assume that text reading has a correct answer. In other words, we think that reading the meaning of understanding is the only correct. Who is most likely to master this single correct understanding? From a student perspective, teachers are more authoritative in interpreting texts; from a teacher’s point of view