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百年语文,百年躁动。历史滚滚向前,语文命运多舛。2001年《义务教育语文课程标准》(实验稿)的颁布,拉开了新一轮课改的帷幕,初步提出了阅读教学的新理念,即阅读教学是学生、老师、文本之间对话的过程。十年来,这一理念经受住了实践的考验,成绩斐然。但在实施过程中,也不可避免地陷入了多种误区。本文从学科语文的角度出发,就语文对话教学中出现的偏失给予剖析,旨在在后现代主义和认知主义理论的指导下提出相应的解决策略。
Hundred years of language, a hundred years agitation. The history is rolling forward, the fate of Chinese is excessive. The promulgation of 2001 Compulsory Education Curriculum Standard (experimental draft) opened the curtain of a new round of curriculum reform, initially proposed a new concept of reading teaching, that is, reading teaching is the process of dialogue among students, teachers and texts . Over the past decade, this concept has stood the test of practice and achieved impressive results. However, in the implementation process, it is also inevitably caught in a variety of errors. From the perspective of subject language, this article gives an analysis of the errors that have appeared in the teaching of Chinese dialogue, and aims to propose corresponding solutions under the guidance of postmodernism and cognitive theory.