【摘要】：文本解讀在語(yǔ)文教學(xué)中占據(jù)著重要地位,是語(yǔ)文教學(xué)成敗的關(guān)鍵。語(yǔ)文教材是師生教學(xué)的載體,中學(xué)生的文本解讀能力一直是語(yǔ)文教師探討研究的重要領(lǐng)域。應(yīng)試教育以來,中學(xué)語(yǔ)文閱讀教學(xué),依據(jù)教學(xué)大綱,著眼教材文本,視野相對(duì)狹窄。文本解讀方式相對(duì)簡(jiǎn)單固化,學(xué)生參與文本意義建構(gòu)的興趣不濃。語(yǔ)文閱讀教學(xué),陷入了知識(shí)點(diǎn)的不斷堆砌訓(xùn)練。教師在不同篇章里循環(huán)式的講解,沒有將一個(gè)個(gè)的點(diǎn)串成線,再由線組成知識(shí)體系,進(jìn)而系統(tǒng)性學(xué)習(xí)。傳統(tǒng)教師眼中的文本,是一個(gè)個(gè)獨(dú)立的、固化的文本,沒有讓文本運(yùn)動(dòng)起來,缺乏文本動(dòng)態(tài)的互文解讀思維。只有打破單篇文本的孤立狀態(tài),構(gòu)建立體的文本網(wǎng)絡(luò),樹立文本間性觀,才能有效整合教材文本,激勵(lì)學(xué)生主動(dòng)參與文本意義建構(gòu),更好的闡釋文本話語(yǔ)內(nèi)涵。本文首先通過總結(jié)文本間性理論的相關(guān)概念及發(fā)展?fàn)顩r,闡釋該理論在中學(xué)語(yǔ)文閱讀教學(xué)中的運(yùn)用價(jià)值。不僅有利于整合閱讀教學(xué)內(nèi)容,提升教師專業(yè)發(fā)展,而且有利于學(xué)生創(chuàng)造性思維的培養(yǎng)。其次,論述文本間性觀閱讀在教學(xué)實(shí)踐過程中的運(yùn)用。教師帶領(lǐng)學(xué)生走進(jìn)課文世界,營(yíng)造開放的、動(dòng)態(tài)的文本解讀氛圍,引導(dǎo)學(xué)生主動(dòng)參與文本解讀,喚起學(xué)生期待視野。立足于學(xué)生“最近發(fā)展區(qū)”,揣摩作者和編者文本,生成教師和學(xué)生文本。將紙文本與“超文本”有效結(jié)合,置文本于“文本群”中解讀。最后,理論結(jié)合教學(xué)實(shí)踐,進(jìn)行案例分析。文本間性觀閱讀倡導(dǎo)動(dòng)態(tài)的文本觀,倡導(dǎo)文本與文本間的互文性、個(gè)性化、創(chuàng)造性解讀。強(qiáng)調(diào)課堂教材文本向所有文本開放,改變過去單篇文本解讀方式。把單篇課文放入文本群中解讀,由靜態(tài)到動(dòng)態(tài),由孤立到聯(lián)系,注重文本間的交互關(guān)系。課堂文本解讀不再是過去灌輸式教學(xué),而是師生共同建構(gòu)的過程。文本間性觀打破線性文本授課方式,將其變得立體多維起來。教師如何在語(yǔ)文閱讀教學(xué)中樹立文本間性觀,師生如何在文本解讀中建構(gòu)文本意義,是本研究探討的重點(diǎn)。文本間性理論運(yùn)用于中學(xué)語(yǔ)文閱讀教學(xué),改進(jìn)閱讀教學(xué)策略,有利于提高中學(xué)生課堂閱讀效率,有利于豐富閱讀教學(xué)理論,有利于指導(dǎo)中學(xué)閱讀教學(xué)實(shí)踐。
[Abstract]:Text interpretation plays an important role in Chinese teaching and is the key to the success or failure of Chinese teaching. Chinese teaching material is the carrier of teacher-student teaching, and middle school students'reading ability of text has been an important field for Chinese teachers to explore and study. Since the examination-oriented education, the teaching of Chinese reading in middle school is relatively narrow according to the syllabus and the text of the textbook. Text interpretation is relatively simple and inflexible, and students are not interested in text meaning construction. Chinese reading teaching, falling into the knowledge of the continuous accumulation of training. Teachers in different chapters of the circular explanation, not a string of dots, and then composed of lines of knowledge system, and then systematic learning. In the eyes of traditional teachers, the text is independent and solidified, which does not make the text move and lacks the dynamic intertextuality thinking. Only by breaking the isolated state of a single text, constructing a three-dimensional text network and establishing an inter-text view, can we effectively integrate the text of the textbook, encourage students to take the initiative to participate in the construction of text meaning, and better explain the connotation of text discourse. Firstly, this paper explains the application value of the intertextuality theory in Chinese reading teaching by summing up the related concepts and developing situation of intertextuality theory. It is not only beneficial to the integration of reading teaching content and teachers' professional development, but also conducive to the cultivation of students' creative thinking. Secondly, it discusses the application of intertextual reading in teaching practice. Teachers lead students into the text world, create an open and dynamic atmosphere of text interpretation, guide students to take the initiative to participate in text interpretation, and arouse students' vision of expectation. Based on the students'"proximal development area", the author and editor of the text to generate teacher and student text. The paper text is effectively combined with hypertext, and the text is read in text group. Finally, the theory combines the teaching practice, carries on the case analysis. Reading intertextuality advocates dynamic text view, intertextuality between text and text, individuation and creative interpretation. It emphasizes that the text of classroom teaching material is open to all texts, and changes the way of interpreting single text in the past. The text is read in the text group, from static to dynamic, from isolation to connection, paying attention to the interaction between texts. The interpretation of classroom texts is no longer a process of teaching in the past, but a process in which teachers and students work together. Text-to-text view breaks the linear text teaching method and turns it into three-dimensional and multi-dimensional. The focus of this study is how to establish the intertextuality in the teaching of Chinese reading and how to construct the meaning of the text in the interpretation of the text by teachers and students. The theory of intertextuality is applied to the teaching of Chinese reading in middle school, and it is helpful to improve the reading teaching strategy, to improve the reading efficiency of middle school students, to enrich the reading teaching theory and to guide the teaching practice of reading in middle school.
【學(xué)位授予單位】：湖北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.33

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