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传统的阅读课堂中教师的角色就是全知的权威,所谓与学生对话,其话题是教材编者或教师预先设定的,而且对话的方式也是确定的,甚至最终的阅读结论,也是早有定论的。当然,不可否认,这样的知识经过整理系统性强,接受快捷有效。然而,也正因为如此,语文教学丧失了魅力,学生从阅读中得到的不是沉浸唤醒感悟升华的体验过程,而是教师加诸的成熟文本理解。教师以其丰富的人生阅历、详尽的参考资料、反复多次阅读后形成的“经验”替代了学生阅读作品带
The traditional role of teachers in reading classroom is the omniscient authority, the so-called dialogue with the students, the topic is the textbook editor or teacher pre-set, and the way the dialogue is also determined, and even the final conclusion of the reading, is also conclusive. Of course, it is undeniable that such knowledge is systematically organized and accepted quickly and effectively. However, precisely because of this, the Chinese teaching has lost its charm. What students get from reading is not the experience process of immersing and awakening the sensation and sublimation, but the mature text comprehension of teachers. Teachers with their rich experience in life, detailed reference, repeated reading after the formation of “experience ” to replace the student reading works with