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关于对话的论述尽管角度不同,表达方式也各异,但是它们却有一个共同的主题,即都强调各个主体间的相互融合,都强调彼此发现彼此提升的过程。《语文:表现与存在》上册第八章第四节中,将对话分为三种形式,显性对话,隐性对话和潜对话。学生与文本的潜对话可通过阅读实践来实现。教师与文本间的“潜对话”经历从“自然丘壑”到“胸中丘壑”再到“画上丘壑”三个层次。教师所传递的言语人格心理因素,通过对话的各种形式将融汇进学生的言语动机结构中,同时也修复和完善自身的言语人格,在言语生命的默契中源源不断地为言语活动提供能量。
The discourse on discourse, though different in perspective and in different ways of expression, has one common theme that emphasizes the mutual integration of all subjects and emphasizes the mutual discovery of one another’s ascension. In the fourth section of Chapter VIII of the book, “Language: Performance and Existence,” dialogue is divided into three forms: explicit dialogue, implicit dialogue and subversive dialogue. The potential conversation between students and text can be achieved by reading practice. The “submarine dialogue” between the teacher and the text goes through three levels: from “natural gully” to “gully” in the chest and then to “drawing on the gully”. The personality factors of the speech delivered by the teacher will be integrated into the student’s verbal motivation structure through the various forms of the dialogue as well as the original personality of the speech being repaired and perfected by the teacher, .