课堂讨论在汉语作为第二语言阅读教学中的认知解读  

Cognitive Interpretation of Class Discussion in the Teaching of CSL Reading

作　　者：徐子亮[1] 

机构地区：[1]华东师范大学对外汉语学院,上海200062

出　　处：《吉林师范大学学报（人文社会科学版）》2013年第2期103-106,共4页Journal Of Jilin Normal University:Humanities & Social Science Edition

基　　金：国家社科基金项目"欧美学生汉语书面语阅读教学研究"(编号:06BYY025)

摘　　要：本文从认知心理的角度探讨课堂讨论在汉语作为二语阅读教学中的基本原理及作用。阅读讨论的认知过程是多种感官的综合心理活动,个体阅读转化为群体阅读有其相应的心理特性。课堂讨论在阅读教学中有助于词义选定、有益于歧义排除、有利于层次和段落的合理划分,能加深篇章结构的分析理解,并提高语言直觉和非语言直觉的相互作用。From the perspective of cognitive psychology, the paper explores the basic principles func- tioned by the class discussion and its effects displayed in the teaching of Chinese reading. The cognitive process of discussion while reading is a multiple senses-involved psychological activity, in which individual reading forms are changed into a group reading behavior, showing corresponding psychological features. Class discussion in the teaching of reading facilitates the choice and fix of word meanings, the remove of ambiguities, as well as the ap- propriate division of coherent meanings and paragraphs. It helps students＇ in-depth analyses and understanding of structures of writings, and also promotes the interaction of linguistic and non-linguistic intuitions.

关 键 词：课堂讨论 阅读教学 认知原理 作用 

分 类 号：G645[文化科学—高等教育学]