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当以超越的眼光解读课文时,我们常常发现每一篇课文总有一个时空的局限。如果我们被文本框定,就会陷入教条主义的泥潭。教师和文本的双重权威形成的专断,会限制学生的发展。如果我们把教材当作例子,穿越时空,和作者进行心灵对话,就会与作者产生共鸣。语文教学要学会分享,而不能在灌输中形成专断。分享,思维才会产生“核能裂变”;专断,思维会成一潭死水。[案例举隅]《读书莫放“拦路虎”》是苏教版五年级的一篇课文。同一篇课文,两种教法两重天。
When reading texts with a transcendental vision, we often find that there is always a space-time limitation in every text. If we are bound by the text, we will fall into the quagmire of dogmatism. Dictatorship formed by the dual authority of teachers and texts will limit student development. If we use the textbook as an example, through time and space, and spiritual dialogue with the author, it will resonate with the author. Chinese teaching should learn to share, but can not form arbitrary instillation. Sharing, thinking will produce “Nuclear fission ”; arbitrary, thinking will become a pool of stagnant water. [Case example] “Mo Mo reading ” stumbling block “” is a version of the fifth grade of the Soviet version of the text. The same text, two kinds of teaching two heaven.