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随着语文课程改革的深入发展,文本拓展成了一线教师指导课堂教学的基本观念。但在具体的课堂教学中“非语文”、“泛语文”等“游离文本”的拓展现象比比皆是。高中文本拓展活动存在的问题是:不顾文本整体随意延伸,消解文本价值;拓展内容不精乃至无序;放逐语言,死抄硬背思想;一味肯定,学生放任自流。这是因为教师没有培养学生树立上下文意识,没有理解文本制约和创新能力的辩证关系,不了解选文功能的多样性,没有处理好探究性学习和接受性学习的关系。为此,就文本拓展的内容和途径及操作中要注意的问题进行探讨。以途径带内容,从材料补充、自主探究、引导体验、想象补白、互文对比、应用迁移六个方面来谈拓展什么和怎么拓展。
With the in-depth development of the Chinese curriculum reform, the text has expanded into the basic concept of the first-line teachers to guide classroom teaching. However, in the specific classroom teaching, the phenomena of “non-language,” “pan-literature,” and other “extensive texts” can be found everywhere. The problems existing in the high school text development activities are: disregarding the overall random extension of the text, dispelling the value of the text; expanding the content is not refined or even disorderly; banish the language, and confiscate the hard-to-find ideas; blindly affirming, the students let themselves go. This is because teachers do not develop students’ awareness of context, do not understand the dialectical relationship between textual constraints and creative abilities, do not understand the diversity of the functions of the selected texts, and do not deal with the relationship between inquiry learning and receptive learning. To this end, we will discuss the content and approach of text expansion and issues that need attention in the operation. In terms of ways and means, we will discuss what to expand and how to expand from the aspects of material supplementation, self-inquiry, guide experience, imagination filler, comparison of intertextuality, and application migration.