论文部分内容阅读
传统的阅读理论将阅读看作是对文本意义的理解以及对作品“好处”的鉴赏。这种观点认为,阅读应该分为“理解”和“鉴赏”两个层面,“理解”是揣摩把握作者的原意,看作者说的是什么意思;“鉴赏”是高一级的层面,它要求能够体会出作品好在哪里,为什么好。这是我国阅读教学的主导取向。很明显这种阅读观认为,意义是客观地存在于文本之中的,阅读只是读者从文本中接受意义并加以评价的一种行为,因此阅读教学也就只是教师引导学生努力靠近作者的原意,准确理解文本的意义罢了。
Traditional reading theory regards reading as an understanding of the meaning of the text and an appreciation of the work’s “benefits.” This view holds that reading should be divided into “understanding” and “appreciation” two levels, “understanding” is to try to figure out the author’s original meaning, to see what the author is saying; “appreciation” is At a higher level, it requires understanding of where works are good and why. This is the leading orientation of reading teaching in our country. Obviously, this view of reading is that meaning exists objectively in the text. Reading is only an act of accepting meaning from the text and evaluating the reader. Therefore, reading teaching is just a teacher’s effort to guide students to work hard toward the original intention of the author. Understand exactly the meaning of the text.