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培养学生的信息意识,提高学生摄取、加工、运用信息的能力,既是阅读教学的目标之一,也是信息时代公民有效生活的必然要求。阅读作为人类独有的高级对象性活动,读者对文本的解读过程可分为由低到高的三个阶段,即认知文本的书面意、理解文本的含蓄意、重组文本的创生意。在此基础上,可将阅读教学过程分为走近文本、走进文本、走出文本三个阶段,每个阶段分别侧重培养学生捕捉信息、还原信息、创生信息的能力。本文以莫怀戚《散步》一文阅读教学设计为例,就阅读教学过程中学生信息能力培养问题进行初步探索,以期学生在阅读丰富的文本时获取丰盈的信息,进而提升阅读品位,提高阅读教学质量。
It is not only the goal of reading teaching but also the inevitable requirement of citizens to live an effective life in the information age by cultivating students ’awareness of information and improving students’ abilities to absorb, process and use information. As a unique high-level object of human activity, readers can interpret the text into three stages from low to high, namely, the written meaning of cognitive texts and the creative intention of understanding the texts containing intentional and reorganized texts. On this basis, the reading teaching process can be divided into three stages: approaching the text, entering the text, and going out of the text. Each stage focuses on cultivating students’ abilities of capturing information, restoring information and creating information. This article takes Mo Huaqi’s “walking” one reading teaching design as an example to make a preliminary exploration on the training of students’ information ability in the process of reading teaching, in order that students can obtain abundant information while reading rich texts, and then improve reading quality and improve reading teaching quality .