摘要
教材、学生、教师三方各以自己的方式决定着语文阅读课堂的生成。课文是一个相对完整的语文教材基本单位。学生的阅读思维可分为两种:原形阅读——顺着文思流动的方向而流动的阅读思维;超原形阅读——先触摸作者文思,然后跳出作者文思,根据自己的知识经验对课文某一局部或某一方面作思考的阅读思维。教师掌握“原形阅读理论”对于设计阅读教学,提高课堂效率会有直接的帮助。
Textbook, student and teacher have their own different ways in forming and improving the Chinese reading instruction. A text is a relatively comprehensive basic unit in a Chinese textbook. There are two main ways of thinking in the process of students＇reading- A. text - based reading, which means the reader＇s thoughts keep the same phase with the article in the the writer＇s in reading ; B. text - transcended reading, in which the reader will take a brief view of beginning so as to get some rough idea of the writer＇s thoughts, and then try to go beyond them and carry out a profound observation and the mastery of text - based teaching efficiency.
出处
《天津师范大学学报（基础教育版）》
2007年第2期56-60,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
江苏省"十五"重点教研课题"原形阅读理论与阅读教学设计"成果之一(2001)68号
关键词
语文阅读教学
原形阅读理论
教学场
Chinese reading instruction
text - based reading
teaching platform
