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受读者中心论及课标对个性化多元解读倡导的影响,在中学语文阅读教学新局面被打开的同时,语文课堂学习中频频出现“误读”(本文专指非合理性解读)文本而教师往往不能“到位”导引的情况。以“为什么多年朝夕相处却‘不知木兰是女郎”'这个问题为例,有下面两个教学案例。【案例1】师生针对“(木兰)怎么就没被发现是个女的呢?”这个问题展
Influenced by the readers' center on the advocacy of personalized interpretation of multiple readings, while the new situation of Chinese reading teaching in middle school is being opened, the text of “misreading” (this article refers to non-rational interpretation) Teachers often can not “be in place” to guide the situation. To “why many years of morning and evening get along but I do not know Magnolia is a girl ” This problem, for example, the following two teaching cases. [Case 1] teachers and students for “(Magnolia) how did not find a woman? ” This issue show