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本研究是基于课堂教学实验的定性研究,以形成性评估方式,通过教师评估和学习者自我评估来分析以读者反应论为指导的读与说相结合的课堂教学模式的可行性,结果表明:在以文学为背景的中级汉语阅读教学中,以读者反应论作为教学指导,学生原有的知识文化背景在“读者文本”转换中发挥了积极作用,使学生能够创造性地填补阅读“空白”,加深对中国文化的了解,提高对文化差异的敏感度,同时也提高了语言产出。
This study is based on the qualitative research of classroom teaching experiments. By means of formative assessment, through teacher assessment and learner self-assessment, this study analyzes the feasibility of reading-and-speaking classroom teaching mode guided by reader’s reaction theory. The results show that: In the context of literature-based teaching of Chinese reading, readers’ reaction theory is used as a teaching guide. The original knowledge and cultural background of students plays an active role in the transformation of “reader’s text” so that students can creatively fill in reading “gaps” Deepen their understanding of Chinese culture and enhance their sensitivity to cultural differences as well as increase their language output.