阅读教学的误读现象与本质——兼说本义与引申义  

Misreading and Its Essence in the Reading Course:Also a Discussion of the Original Meaningand Extended Meaning

作　　者：蒋成瑀[1] 

机构地区：[1]浙江外国语学院人文学院,浙江杭州310012

出　　处：《浙江教育学院学报》2010年第6期19-23,共5页Journal of ZHEJIANG Education Institute

摘　　要：误读是阅读的普遍现象,古今皆然。传统阅读观否定误读,认为曲解本义;现代阅读观肯定误读,认为它是诱发创造的契机。语文课阅读教学主张辩证地对待误读,一方面要求避免误读,坚守文本的一元本义,维护历史事实;另一方面倡导合理的误读,拓展文本在当代的引申义,保护多元读解的创造性。本义与引申义在阅读教学中应该同存共荣。Misreading has always been a common phenomenon in the reading process.Traditional modes of thoughts deny misreading,regarding it as a misinterpretation of the original ideas.Modern trends affirm misreading,regarding it as an opportunity to stimulate creativity.The language reading course advocates approaching misreading dialectically,which means,on the one hand,trying to avoid misreading,stick to the original ideas of the text and uphold the historical integrity;and on the other hand,approving rational misreading so as to expand the extended meaning of a text and preserve the creativity of pluralistic interpretation.Both the original meaning and the extended meaning should have their due place respectively in the reading course.

关 键 词：误读 阅读教学 本义 引申义 

分 类 号：G42[文化科学—课程与教学论]