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1 问题的提出快速阅读作为一种教育价值取向和教学策略，近年来在我国被学校教育界和培训界所主张。在论述快速阅读的原理时，多借用单一无意义的信号识别和对右脑加工特征的神经心理学模型。对信号识别的判定是“有/无”，与需要有意义追随和认知加工的阅读活动有本质的差异。右脑的图象加工模型确实有神经心理学基础，但由于左右脑是机能协同的，不能单从某个方面来进行加工。所以，常见的快速阅读有失常识，显得片面与牵强。
1 PROBLEM QUESTION As a kind of educational value orientation and teaching strategy, rapid reading has been advocated by school education and training circles in our country in recent years. In the discussion of the principle of fast reading, more use of a single meaningless signal recognition and processing characteristics of the right brain neuropsychological model. The determination of signal recognition is “yes / no”, essentially different from reading activities that require meaningful follow-up and cognitive processing. The right brain image processing model does have the basis of neuropsychology, but because the left and right brain are functional synergies, can not be processed from one aspect alone. Therefore, the common quick reading disorders, appear to be one-sided and far-fetched.