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一、对“整体感知”的解读“整体感知”这一概念引入语文教学之中,大致历经两个阶段。这两个阶段其实质与内容相对来说变化很大。1992年《九年义务教育全日制初级中学语文教学大纲(试用)》首倡语文教育的“整体感知”。其时大纲并未作详尽的说明,故当时语文教学一线的普遍做法是:“整体感知”就是对全文的粗览或简单预习。那时,整个教学当中“整体感知”并未引起人们重视。2000年初高中大纲中对“整体感知”的诠释有了较为明显的变化。首先开始关注知识点以外的东西,涉及了对文本的多元思考与探究,如文章的深层情感,言外
I. Interpretation of “Overall Perception ” The concept of “global perception ” has been introduced into Chinese teaching and has generally gone through two stages. The two stages vary greatly in substance and content. 1992 “nine-year compulsory education full-time junior high school language teaching syllabus (trial)” initiated the first Chinese education “overall perception ”. At that time, the outline did not give a detailed explanation, so the common practice in front of Chinese teaching at that time was: “Overall perception” is a rough review or a simple preview of the full text. At that time, the whole teaching “overall perception” did not draw much attention. The high school syllabus in early 2000 made a rather obvious change in the interpretation of “overall perception ”. First of all, we begin to pay attention to things beyond the point of knowledge, which involves multiple thinking and exploration of the text, such as the deep emotion of the article