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新一轮基础教育课程改革以来,语文教学中文本多元解读的状态普遍形成,但经典文本的处境非常尴尬。本文拟从教学三要素(文本、教师、学生)出发,对经典作品的“意义”以及教学生成后的“阅读意义”进行深入探讨,亦即对经典作品的教学解读的深度、广度、灵活度进行挖掘、界定和处理,亦即试图廓清经典作品教学的意义及其解读的边界。
Since the new round of basic education curriculum reform, the multi-interpretations of Chinese texts in Chinese teaching have generally taken shape. However, the situation of classic texts is very embarrassing. This article intends to proceed from the three elements of teaching (texts, teachers and students) to discuss the “meaning” of the classic works and the “reading significance” after the teaching is completed, that is, the depth of teaching interpretation of the classic works, Breadth and flexibility to excavate, define and deal with, that is trying to clarify the significance of classical teaching and interpretation of the border.