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在阅读中,读者大部分时候都是遵循作者和文本的原意,而没有自己的解读。即使有也往往强调概括和总结,当进入具体作品时,总习惯于依照一些原则或规范总结出诸如题材、主题、人物性格、典型等等,并竭力将它们纳入自己所熟知的领域进行谈论。但是,要想提高自己的阅读能力,就要抓住其中的细节进行解读,或是将读物与阅读时的环境联系在一起,进行一种创造性的阅读。如果教师在典型的阅读环境中长大,他们大多只会得到相同的阅读结果,把这些阅读经验和知识传授给学生,学生难免也会得到千篇一律的解读,久之教育的多样性就成了摆设和空谈。如果教师尝试进行属于自己的非典型阅读,或许就会成为一名优秀的读者,一名优秀的教师。
In reading, most of the time, the reader follows the original meaning of the author and the text without reading it. Even when there is often emphasis on summarizing and summarizing, when entering a specific work, it is always accustomed to summarizing such topics as topics, themes, personalities, typologies, etc. according to some principles or norms and endeavoring to bring them into their own familiar fields for discussion. However, in order to improve one’s reading ability, one must grasp the details to interpret it or relate it to the environment at reading time to carry out a creative reading. If teachers grow up in a typical reading environment, most of them will only receive the same reading results. By teaching these reading experiences and knowledge to students, students will inevitably receive a stereotyped interpretation. For a long time, the diversity of education becomes the essence of furnishings and Empty talk. If teachers try to own their own atypical reading, perhaps it will become a good reader, a good teacher.