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思维作为贯穿阅读活动的主线,在语文新课程中越来越受到人们的重视。《全日制义务教育<语文课程标准>》实验稿在第三部分教学建议关于阅读方面的第四条提出要“逐步培养学生的探究性阅读和创造性阅读的能力,提倡多角度的、有创意的阅读,利用阅读期待、阅读反思和批判等环节,拓展思维空间,提高阅读质量”。在这条规定里,不仅提出阅读质量的新标准——探究性阅读和创造性阅读,而且还指明了培养创造性阅读的关键——拓展思维空间。那么阅读思维的空间有多大?如何拓展它的空间?便成了提高阅读质量首要回答的问题。本文拟从阅读思维的四重视界理论切入,结合语文教育名家的实践,对这些问题试加探讨。
Thinking as the main thread of reading activities, people are paying more and more attention to new language courses. The fourth draft of the third part of the teaching recommendation on the “Chinese Language Curriculum Standards” experiment draft proposed to “gradually develop students’ ability to explore reading and creative reading, and promote multi-angle and creative Reading, using reading expectation, reading reflection and criticism, expand the thinking space and improve reading quality.” In this stipulation, not only the new standards of reading quality are proposed—inquiring reading and creative reading, but also the key to fostering creative reading—to expand the space of thinking. How large is the space for reading thinking and how does it expand its space? It has become the primary answer to improving the quality of reading. This article intends to explore the four perspectives of reading thinking and combine the practice of famous Chinese language teachers to explore these issues.