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大约在十多年前,互文解读在小学语文教学中开始流行,其后便进入了中学语文教学。在近年来的初中语文教学研讨与相关文献的整理中,可以发现以“互文”为关键词的研究逐年递增,呈现出一派欣欣向荣的研究态势。这给长期陷于工具性与人文性之争的初中语文教学带来一股新风,自然是值得赞赏的。但凡事都具有两面性,在看到阅读教学中互文解读作用的同时,也需要关注其不足,以为初中语文有效教学少走弯路而奠定坚实的基础。
About a dozen years ago, intertextual interpretation began to prevail in primary school Chinese teaching and later entered secondary school Chinese teaching. In recent years, the teaching of junior high school Chinese teaching and related literature collation, we can find that “intertextuality ” as the key word research increases year by year, showing a thriving research trend. This will naturally bring a fresh air to junior high school Chinese teaching, which has long been caught in the controversy between instrumentalism and humanism. It is naturally admirable. However, everything has two sides. While reading the intertextual reading in reading teaching, it also needs to pay attention to its shortcomings so as to lay a solid foundation for effective teaching of junior high school.