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教学对话多基于文学文本展开,从对话哲学中演绎出玄虚的目标和宽泛的对话策略难以促进教学对话的成熟。根据教学活动的本质,从深度、广度和厚度三方面去实现教学对话的应然诉求。深度要求还原文本意义,广度要求构建文本意义,厚度要求提升生活意义。对话基于概念图支持下的语篇分析,可以深刻理解文本意义;对话基于思维导图激发出的学生知识背景,可以构建文本意义;对话基于正向价值和学生生活经验的融合,可以提升学生的生活意义。三个向度的提炼为简明有效地实施对话教学提供了有益的参考。
The teaching dialogues are mostly based on the literary texts. It is difficult to promote the maturity of the teaching dialogue by deducing the objective and profound conversation tactics from the dialogue philosophy. According to the nature of teaching activities, it is necessary to realize the teaching dialogue from the aspects of depth, breadth and thickness. Demands to restore the depth of the text meaning, breadth requires the construction of text meaning, the thickness of life-enhancing requirements. Based on the discourse analysis supported by the concept map, the dialogues can profoundly understand the meaning of the texts. The dialogues can build the textual meanings based on the students' knowledge background stimulated by the mind map. Based on the integration of the positive values and the students' life experiences, the dialogues can enhance the students' Meaning of life. The refinement of the three dimensions provides a useful reference for concise and effective implementation of dialogue teaching.