文本间性观在中学语文阅读教学中的运用
发布时间：2018-08-03 14:22
【摘要】：文本解读在语文教学中占据着重要地位,是语文教学成败的关键。语文教材是师生教学的载体,中学生的文本解读能力一直是语文教师探讨研究的重要领域。应试教育以来,中学语文阅读教学,依据教学大纲,着眼教材文本,视野相对狭窄。文本解读方式相对简单固化,学生参与文本意义建构的兴趣不浓。语文阅读教学,陷入了知识点的不断堆砌训练。教师在不同篇章里循环式的讲解,没有将一个个的点串成线,再由线组成知识体系,进而系统性学习。传统教师眼中的文本,是一个个独立的、固化的文本,没有让文本运动起来,缺乏文本动态的互文解读思维。只有打破单篇文本的孤立状态,构建立体的文本网络,树立文本间性观,才能有效整合教材文本,激励学生主动参与文本意义建构,更好的阐释文本话语内涵。本文首先通过总结文本间性理论的相关概念及发展状况,阐释该理论在中学语文阅读教学中的运用价值。不仅有利于整合阅读教学内容,提升教师专业发展,而且有利于学生创造性思维的培养。其次,论述文本间性观阅读在教学实践过程中的运用。教师带领学生走进课文世界,营造开放的、动态的文本解读氛围,引导学生主动参与文本解读,唤起学生期待视野。立足于学生“最近发展区”,揣摩作者和编者文本,生成教师和学生文本。将纸文本与“超文本”有效结合,置文本于“文本群”中解读。最后,理论结合教学实践,进行案例分析。文本间性观阅读倡导动态的文本观,倡导文本与文本间的互文性、个性化、创造性解读。强调课堂教材文本向所有文本开放,改变过去单篇文本解读方式。把单篇课文放入文本群中解读,由静态到动态,由孤立到联系,注重文本间的交互关系。课堂文本解读不再是过去灌输式教学,而是师生共同建构的过程。文本间性观打破线性文本授课方式,将其变得立体多维起来。教师如何在语文阅读教学中树立文本间性观,师生如何在文本解读中建构文本意义,是本研究探讨的重点。文本间性理论运用于中学语文阅读教学,改进阅读教学策略,有利于提高中学生课堂阅读效率,有利于丰富阅读教学理论,有利于指导中学阅读教学实践。
[Abstract]:Text interpretation plays an important role in Chinese teaching and is the key to the success or failure of Chinese teaching. Chinese teaching material is the carrier of teacher-student teaching, and middle school students'reading ability of text has been an important field for Chinese teachers to explore and study. Since the examination-oriented education, the teaching of Chinese reading in middle school is relatively narrow according to the syllabus and the text of the textbook. Text interpretation is relatively simple and inflexible, and students are not interested in text meaning construction. Chinese reading teaching, falling into the knowledge of the continuous accumulation of training. Teachers in different chapters of the circular explanation, not a string of dots, and then composed of lines of knowledge system, and then systematic learning. In the eyes of traditional teachers, the text is independent and solidified, which does not make the text move and lacks the dynamic intertextuality thinking. Only by breaking the isolated state of a single text, constructing a three-dimensional text network and establishing an inter-text view, can we effectively integrate the text of the textbook, encourage students to take the initiative to participate in the construction of text meaning, and better explain the connotation of text discourse. Firstly, this paper explains the application value of the intertextuality theory in Chinese reading teaching by summing up the related concepts and developing situation of intertextuality theory. It is not only beneficial to the integration of reading teaching content and teachers' professional development, but also conducive to the cultivation of students' creative thinking. Secondly, it discusses the application of intertextual reading in teaching practice. Teachers lead students into the text world, create an open and dynamic atmosphere of text interpretation, guide students to take the initiative to participate in text interpretation, and arouse students' vision of expectation. Based on the students'"proximal development area", the author and editor of the text to generate teacher and student text. The paper text is effectively combined with hypertext, and the text is read in text group. Finally, the theory combines the teaching practice, carries on the case analysis. Reading intertextuality advocates dynamic text view, intertextuality between text and text, individuation and creative interpretation. It emphasizes that the text of classroom teaching material is open to all texts, and changes the way of interpreting single text in the past. The text is read in the text group, from static to dynamic, from isolation to connection, paying attention to the interaction between texts. The interpretation of classroom texts is no longer a process of teaching in the past, but a process in which teachers and students work together. Text-to-text view breaks the linear text teaching method and turns it into three-dimensional and multi-dimensional. The focus of this study is how to establish the intertextuality in the teaching of Chinese reading and how to construct the meaning of the text in the interpretation of the text by teachers and students. The theory of intertextuality is applied to the teaching of Chinese reading in middle school, and it is helpful to improve the reading teaching strategy, to improve the reading efficiency of middle school students, to enrich the reading teaching theory and to guide the teaching practice of reading in middle school.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33
本文编号：2162024
[Abstract]:Text interpretation plays an important role in Chinese teaching and is the key to the success or failure of Chinese teaching. Chinese teaching material is the carrier of teacher-student teaching, and middle school students'reading ability of text has been an important field for Chinese teachers to explore and study. Since the examination-oriented education, the teaching of Chinese reading in middle school is relatively narrow according to the syllabus and the text of the textbook. Text interpretation is relatively simple and inflexible, and students are not interested in text meaning construction. Chinese reading teaching, falling into the knowledge of the continuous accumulation of training. Teachers in different chapters of the circular explanation, not a string of dots, and then composed of lines of knowledge system, and then systematic learning. In the eyes of traditional teachers, the text is independent and solidified, which does not make the text move and lacks the dynamic intertextuality thinking. Only by breaking the isolated state of a single text, constructing a three-dimensional text network and establishing an inter-text view, can we effectively integrate the text of the textbook, encourage students to take the initiative to participate in the construction of text meaning, and better explain the connotation of text discourse. Firstly, this paper explains the application value of the intertextuality theory in Chinese reading teaching by summing up the related concepts and developing situation of intertextuality theory. It is not only beneficial to the integration of reading teaching content and teachers' professional development, but also conducive to the cultivation of students' creative thinking. Secondly, it discusses the application of intertextual reading in teaching practice. Teachers lead students into the text world, create an open and dynamic atmosphere of text interpretation, guide students to take the initiative to participate in text interpretation, and arouse students' vision of expectation. Based on the students'"proximal development area", the author and editor of the text to generate teacher and student text. The paper text is effectively combined with hypertext, and the text is read in text group. Finally, the theory combines the teaching practice, carries on the case analysis. Reading intertextuality advocates dynamic text view, intertextuality between text and text, individuation and creative interpretation. It emphasizes that the text of classroom teaching material is open to all texts, and changes the way of interpreting single text in the past. The text is read in the text group, from static to dynamic, from isolation to connection, paying attention to the interaction between texts. The interpretation of classroom texts is no longer a process of teaching in the past, but a process in which teachers and students work together. Text-to-text view breaks the linear text teaching method and turns it into three-dimensional and multi-dimensional. The focus of this study is how to establish the intertextuality in the teaching of Chinese reading and how to construct the meaning of the text in the interpretation of the text by teachers and students. The theory of intertextuality is applied to the teaching of Chinese reading in middle school, and it is helpful to improve the reading teaching strategy, to improve the reading efficiency of middle school students, to enrich the reading teaching theory and to guide the teaching practice of reading in middle school.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33
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