召唤结构理论视域下小学语文阅读教学审思  

Reflection on Chinese Language Reading Teaching in Elementary School from the Perspective of Response-inviting Structure Theory

作　　者：刘涛 吴小彬 Liu Tao;Wu Xiaobin(College of Chinese Language and Literature,Hengyang Normal University,Hengyang Hunan 421002,China;Jinjia Primary School of Zhuhui District,Hengyang City,Hengyang Hunan 421006,China)

机构地区：[1]衡阳师范学院文学院,湖南衡阳421002 [2]衡阳市珠晖区金甲小学,湖南衡阳421006

出　　处：《衡阳师范学院学报》2025年第2期135-141,共7页Journal of Hengyang Normal University

基　　金：湖南省基础教育教学改革研究项目“召唤结构理论视域下小学古诗词教学实践研究”(Y2024233);衡阳市教育科学“十四五”规划课题“召唤结构理论视域下的小学语文阅读教学研究”(XDJ2022125)。

摘　　要：伊瑟尔的“召唤结构”是一种注重主体与客体互动的理论术语,认为文本存在诸多“空白”与“未定性”,这为文本的意义构建创造了必要条件,也为读者与文本的互动对话注入了重要动力。召唤结构理论视域下小学语文阅读教学的显著特征为:召唤读者双向沟通,召唤读者完整表达,召唤读者否定发现。激发学生的创造性阅读潜能与系统培养其审美鉴赏力与批判性思维,不仅能够深度开掘文本的隐性意义结构与美学价值,还能够实现阅读教学从知识传递到意义建构的范式转型,最终达成阅读教学认知效能与审美体验的协同提升。Ise’s“structure of invocation”is a theoretical term that focuses on the interaction between subject and object,and believes that there are many“gaps”and“undefined”in the text,which creates the necessary conditions for the construction of meaning in the text,and also gives important impetus to the interactive dialogue between the reader and the text.Chinese language reading teaching in elementary school from the perspective of response-inviting structure theory is characterized by calling readers to two-way communica⁃tion,calling readers to complete expression,and calling readers to negate discovery.Stimulating students’creative reading potential and systematically cultivating their aesthetic appreciation and critical thinking can not only deeply explore the hidden meaning struc⁃ture and aesthetic value of the text,but also realize the paradigm transformation of reading teaching from knowledge transfer to meaning construction,and ultimately achieve the synergistic enhancement of cognitive efficacy and aesthetic experience of reading teaching.

关 键 词：召唤结构 小学语文 阅读教学 

分 类 号：G623.2[文化科学—教育学]