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传统阅读理论认为,文本的价值意义在解读之前就已存在于文本之中,是真实的、确定的,而且永恒不变,读者可以跨越时空进入文本与作者进行对话,共同探讨文本的价值意义。譬如,课文《三个儿子》(人教版课标教材二下)阐释的就是“为人子,方少时,孝与亲,所当执”的道理。如果按照传统阅读理论顺着文本的价值取向解读,就应该指责第一个儿子和第二个儿子,赞赏第三个儿子。可是,实际教学的时候,总是有同学认为,第一个儿子和第二个儿子也应该得到肯定。作为教师,究竟应该怎样进行引导呢?
According to the traditional reading theory, the value meaning of the text exists in the text before it is interpreted, which is true, definite and constant. The reader can enter into the text across time and space and engage in dialogue with the author to discuss the value of the text together. For example, the text “Three sons” (PEP textbook 2) explains the truth that “being a child, a man, a man, filial piety and affection should be executed.” If we follow the traditional reading theory along the value orientation of the text, we should accuse the first son and the second son of praising the third son. However, the actual teaching, there are always students that the first son and second son should also be affirmed. As a teacher, what should be guided?