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教师研究教材文本是备课中的一项重要工作。对于语文老师来说,还有着特殊的决策意义。因为教师对文本的理解在很大程度上决定了一堂课的教学目标、教学重点。但在实际的课堂教学中,教师的把握能力却不容乐观。从解释学的角度来看,不同的教师对于同样的文本当然可以有不同的理解。然而,在教学论意义上的文本解读应当是有定数的。如何能比较到位地理解课文并在教学中以恰当的方式解读出来?我们特邀现场听课的国家语文课程标准研制组核心成员方智范教授结合三篇具体的课文进行阐述,给教师提供一些建议和启发。
Teachers study textbook text is an important part of lesson preparation. For language teachers, there is also a special significance of decision-making. Because the teacher’s understanding of the text to a large extent determines the teaching objectives of a lesson, teaching focus. However, in the actual classroom teaching, the teacher’s ability to grasp is not optimistic. From an hermeneutical point of view, different teachers may of course have different understandings of the same text. However, there should be a definite number of texts in the sense of teaching theory. How can we understand the text in place and interpret it properly in teaching? Professor Fang Zhifan, the core member of the National Language Curriculum Standards Development Team, who invited the lecture on-site, combined with three specific texts to provide teachers with some suggestions and inspiration .