认知语境与阅读对话教学的整合  

On Integration of Cognitive Context and Dialogue Teaching of Reading

作　　者：张伟超[1] 

机构地区：[1]玉林师范学院,广西玉林537000

出　　处：《教育与教学研究》2011年第5期43-46,共4页Education and Teaching Research

摘　　要：在如何鼓励学生言说与引导学生有节制地说之间保持动态的平衡,是当前阅读对话教学的一个难点。语文教学实质是语境教学,认知语境与"阅读对话"和"阅读对话教学"均有密切的联系。认知语境与阅读对话教学的整合,能够把"阅读对话"理论落实到"阅读对话教学"中,从而有效推进阅读对话教学。认知语境在阅读对话教学中的作用方式是:动态建构、调节认知语境,推进对话;教师部分代理作者(文本),参与认知语境对话。How to keep the dynamic balance between encouraging students to speak and guiding students to say something in a controlled way is a difficulty in the current dialogue teaching of reading.The substance of Chinese teaching is the teaching of context.Cognitive context and ＂dialogue teaching of reading＂ are both closely linked to ＂dialogue teaching of reading＂.The integration of cognitive context and dialogue teaching of reading helps to apply the theory of ＂dialogue reading＂ into the ＂dialogue teaching of reading＂ and hence promote the dialogue teaching of reading in an effective way.The roles of cognitive context in dialogue teaching of reading are：dynamic construction,cognitive context regulation and dialogue promotion.In addition,teachers,partially as the agent author（text）,also participate in the cognitive context dialogue.

关 键 词：认知语境 阅读对话教学 整合 

分 类 号：H193.7[语言文字—汉语]