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过去的语文课堂可以说是教师主导的一言堂,一切都是教师所了算。直到《语文课程标准》中“对话”的提出:“语文教学应在师生平等对话的过程中进行”、“阅读教学是学生、教师、文本之间对话的过程”。“对话”理论的提出是对传统语文阅读教学的一种尝试和改变,但因为种种原因,很多人都误解甚至是偏激了“对话”。充满于课堂的对话仍然是教师主导的对话,只是换了一件新的外衣而已。而随着“对话”的发展,一个问题也随之显现出来,那就是教师应该怎样对待学生的“异向交往话语”。其实这个问题早已存在,只是一直得不到重视。本文旨在浅析何为“异向交往话语”、以及“异向交往话语”的产生和问题,希望得到大家的关注。
The language class in the past can be said to be a teacher-led speech, everything is the teacher’s calculations. Until “Chinese Curriculum Standard” “Dialogue ” proposed: “Chinese teaching should be carried out in the process of equal dialogue between teachers and students ”, “Reading teaching is the process of dialogue among students, teachers and texts ”. “Dialogue ” theory is an attempt and change to traditional Chinese reading teaching, but many people misunderstand or even overreact to dialogue because of various reasons. Filled dialogue in the classroom is still a teacher-led dialogue, just for a new coat only. And with the development of “dialogue ”, a problem also appears, that is how teachers should treat the students “different social interaction discourse ”. In fact, this problem already exists, but has not been given attention. The purpose of this article is to analyze what is the cause and problem of what is meant by “heterogenous communicative discourse” and “heterodoxy communication discourse”, and we hope everyone gets the attention.