诗歌诵读教学之情感认知解读  

作　　者：魏巍巍[1] 

机构地区：[1]牡丹江师范学院,黑龙江牡丹江157012

出　　处：《大众文艺（学术版）》2012年第8期224-225,共2页

基　　金：黑龙江省新世纪高等教育教学改革工程项目(2011)"基于‘以学生为中心’理念的现代汉语课程教学改革的研究与实践"和"中华经典诵写讲理论与实践";牡丹江师范学院教改项目"10-XY11090"和"11-XJ12008"的研究成果之一

摘　　要：诗歌是最注重情感表达的一种文学样式,而诗歌诵读又是一个从解读到表达的过程,在这个过程中,对于情感的理解、把握是最重要的部分。诵读者不仅要清楚诗歌情感的总基调,而且要理清情感的层次以及每一处语言表达的细节,只有做好这样的准备,才能使诵读达到境界。本文从认知心理的角度,以指导学生诵读舒婷的《祖国啊,我亲爱的祖国》案例为主线,来探讨教学过程中如何处理此类问题。Poetry is a literary style, the most emphasis on emotional expression and poetry reading is a process of interpretation to the expression .In this process, emotional understanding, and grasp is the most important part. Reciter not only want to clear the emotional tone of poetry but also to sort out the emotional level as well as details of every language, and only prepared for that, in order to make the reading to reach the realm. From the perspective of cognitive psychology to guide students＇ reading Shu Ting＇s ＂motherland, my dear motherland＂ case the main hne to discuss how to deal with such oroblems in the teachin~, process.

关 键 词：诗歌 诵读教学 情感 认知过程 

分 类 号：I[文学]