文本多元解读的理论、现状和态度  

Diverse Interpretation of Textbook:Basis、Problems and Attitudes

作　　者：席晓圆[1] 

机构地区：[1]南京市教育科学研究所,江苏210002

出　　处：《教育参考》2016年第3期77-82,共6页Education Approach

基　　金：全国教育科学"十二五"规划2012年度教育部规划课题"区域提升学校课程品质的研究"(课题批准号FHB120429)的阶段性研究成果

摘　　要：阅读教学一直以来都是语文教学当中最为重要的一部分,学生对教材的解读能力更是语文学科阅读素养的核心。当前课堂上教师也的确努力地倡导学生个性化阅读,多元而富有创意地建构文本意义。但经课堂观察,还是存在过度解读、程式化解读、任意解读等现象,综合国内外相关理论与实践,应该对多元解读持三个基本态度,即多元应该有度;多元还需返璞归真;多元要有积极的价值导向。Reading teaching has always been the most important part of Chinese teaching. Students＇ ability of understanding the text is the core of Chinese reading literacy. In the current class,teachers are really trying to advocate the students＇ individual reading,which is a creative way to construct the text meaning. But the results are not so satisfactory. Comprehensive domestic and foreign relevant theories and practices,three attitudes should be hold in multiple interpretation of text,i.e. diversity should within limits,retaining essential elements,and being with positive value orientation.

关 键 词：文本解读 理论基础 解读态度 

分 类 号：G633.3[文化科学—教育学]