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文学作品阅读教学较少注意文本的规定性。因为读者的阅读反应并不是毫无限制的,从一开始就受制于作品的结构和肌质。如果完全抛开文本自身的意义,就不会有实质性的阅读活动产生。因此在引导学生阅读文本的过程中,不能脱离文本随意发挥,信口开河,也就是说不能超越文本的规定性。另外,文学作品阅读教学在引导学生进行“多元解读”时,还应充分考虑中小学文学作品阅读教学的特殊性,如阅读时空的局限性、阅读经验的有限性、阅读主体的群体性以及教学目标的明确性等。
Literary reading teaching pay less attention to the provisions of the text. Because the reader’s reading reaction is not without limits, from the very beginning is subject to the structure and texture of the work. If you completely put aside the meaning of the text itself, there will be no substantive reading activities. Therefore, in guiding students to read the text in the process, can not be free to play out of the text, open the mouth, that is to say can not go beyond the provisions of the text. In addition, reading teaching of literary works should give full consideration to the particularity of reading teaching of primary and secondary schools, such as the limitations of reading time and space, the limited reading experience, the group nature of reading subjects As well as the clarity of teaching objectives.