论文部分内容阅读
新课标指出:文本的内涵非常丰富,学生对文本的反应往往是多元的,因此教师在教学中要尊重学生的独特体验。在这样的思想指导下,一时间,个性化阅读教学在新课堂成为一种时尚,不可否认,它使课堂热烈了,学生学习积极性高涨了,学生的个性得到了出乎寻常的张扬。然而,在这似乎繁华的背后,我们也看到了一种个性化阅读教学的浮躁和浅薄,令人对个性化阅读教学的发展深感忧虑。因此,我认为,所谓个性化阅读教学应该是在教师的指导下,学生对文中作者所提出的主题思想或文本所寄寓的价值观作出自己的独特的解读(或赞同或反对)的阅读教学过程。它必须经历三个阶段:求同阶段,求异阶段,再次求同阶段。
The new curriculum standards pointed out: the content of the text is very rich, the students tend to respond to the text is multiple, so teachers in teaching to respect the unique experience of students. Under the guidance of such thoughts, for a time, personalized reading teaching has become a fashion in the new classroom. It is undeniable that it has made the classroom warm, the enthusiasm of students has risen, and the personality of the students has been unusually publicized. However, behind this seemingly prosperous, we also saw the impetuousness and shallowness of a personalized reading teaching, which is deeply concerned about the development of personalized reading teaching. Therefore, in my opinion, the so-called personalized reading teaching should be a reading teaching process under the guidance of the teacher, with which students should make their own unique interpretation (or approval or objection) of the theme ideas or the values of the texts proposed by the authors. It must go through three stages: seeking the same stage, seeking the different stages and seeking the same stage again.