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随着新课程理论的日益推广,随着教师素养的渐次提升,语文课堂的教学出现前所未有的改变:师生的互动、对话的平等、学生的独立、动态的生成……这些都预示着语文教学所取得的进步。然而就在我们为这些进步而欢呼之时,就在我们对教育理论深入研究之时,总会发现一些教师在课堂教学中信口开河、不着边际;总会感觉部分教师在课堂教学中脱离文本、断章取义;总会察觉个别教师在课堂教学中自以为是、无视学生……在对这些“遗憾”进行分析时,我们又都会不约而同地将这些遗憾归纳到教师的“文本解读”这一根源问题上来。本文就结合日常教学几个事例来谈谈文本解读的问题。
With the popularization of new curriculum theory, with the gradual improvement of teacher’s literacy, the teaching of Chinese classroom has seen an unprecedented change: the interaction between teachers and students, the equality of dialogues, the independence of students and the dynamic generation of students ...... All these indicate that Chinese teaching The progress made. But as we cheer for these advances, just as we study the theory of education in depth, we find that some teachers always believe in the classroom teaching without any marginalization. They always feel that some teachers are out of text in the classroom teaching and are out of context ; Always aware of individual teachers in the classroom teaching self-righteous, ignoring the students ... ... In the analysis of these “regret ”, we will spontaneously summarize these regrets teacher “text interpretation ” the root problem Up This article combines several examples of everyday teaching to talk about the problem of text interpretation.