视域融合理论下教学文本解读研究
发布时间：2019-01-19 11:47
【摘要】：语文教学文本解读是语文阅读教学的重要组成部分,文本解读的质量往往决定着阅读教学的质量。新课程标准明确指出,阅读教学是教师、学生、教科书编者、文本之间对话的过程。然而当前语文教学文本解读实践却存在着诸如“文本至上”“教师至上”“学生至上”等错误的解读理念。这些“一元”主体的文本解读,违背了新课标精神,导致了“解读片面化”“解读脱离学生实际”或“解读脱离文本”等问题,降低了阅读教学质量。德国哲学家伽达默尔的视域融合理论强调理解是主体与客体的视域融合,主体与客体是平等的对话关系,这与新课标精神相契合。本研究旨在将视域融合理论应用到语文教学文本解读中,以革新文本解读理念、提高阅读教学质量。本研究主要采用了文献研究法和案例研究法。本研究的创新之处有：使用了一些新案例：提出一些新观点：研究内容更全面。本研究先对视域融合的涵义进行了梳理,并追溯了视域融合的理论渊源。然后对视域融合理论下教学文本解读的蕴涵进行了阐述。首先明确其内涵,它强调语文教学文本解读是学生、教师、教科书编者、文本之间的视域融合。其次概括其特征：多边性、双向性、模糊性和上升性。之后分析其维度,分四个方面：教师、学生与文本的视域融合：教师、学生与教科书编者的视域融合；教师与学生的视域融合；学生与学生的视域融合。接着本研究审视视域融合理论下教学文本解读的意义。对于学生的意义：彰显学生主体地位、尊重学生个性阅读；对于教师的意义：重塑教师角色、发展教学智慧；对于文本的意义：丰富文本意蕴、实现文本价值。最后我们着眼于实际应用,探索出视域融合理论下教学文本解读的原则与策略。共四个原则：平等性、开放性、体验性、多元有界。策略则包括：一,前见：视域融合理论下教学文本解读的前提；二,对话：视域融合理论下教学文本解读的途径;三,解释循环：视域融合理论下教学文本解读的方式；四,发展：视域融合理论下教学文本解读的评价目的。
[Abstract]:Chinese teaching text interpretation is an important part of Chinese reading teaching, the quality of text interpretation often determines the quality of reading teaching. The new curriculum standard clearly points out that reading teaching is a process of dialogue between teachers, students, textbook editors and texts. However, at present, there are some wrong interpretation ideas such as "text first", "teacher supreme" and "student supreme" in the practice of interpreting Chinese teaching text. The text interpretation of the "monistic" subject violates the spirit of the new curriculum standard, which leads to the problems of "interpretation one-sided", "interpretation divorced from the students' reality" or "interpretation out of the text", and so on, which reduces the quality of reading teaching. The German philosopher Gadamer's theory of horizon fusion emphasizes that understanding is the fusion of subject and object, and the subject and object are equal dialogue relations, which is consistent with the spirit of the new curriculum standard. The purpose of this study is to apply the theory of visual fusion to the interpretation of Chinese teaching text in order to reform the concept of text interpretation and improve the quality of reading teaching. This research mainly adopts the literature research method and the case study method. The innovation of this study is that some new cases are used: some new viewpoints are put forward: the content of the study is more comprehensive. In this study, the meaning of visual fusion is combed, and the theoretical origin of vision fusion is traced back. Then, the implication of teaching text interpretation under the theory of visual fusion is expounded. Firstly, it emphasizes that the interpretation of Chinese teaching text is the fusion of students, teachers, textbook editors and texts. Secondly, it summarizes its characteristics: multilateral, bidirectional, fuzziness and ascendancy. After analyzing its dimensions, there are four aspects: the visual fusion of teacher, student and text: the fusion of teacher, student and textbook editor; the visual fusion of teacher and student; and the fusion of vision between student and student. Then this study examines the significance of the interpretation of teaching texts under the theory of visual fusion. The significance for students is to show students' dominant position and respect students' personality reading; to teachers' significance: to reshape teachers' role and develop teaching wisdom; to text meaning: to enrich text meaning and to realize text value. Finally, we focus on the practical application and explore the principles and strategies of teaching text interpretation under the theory of visual fusion. There are four principles: equality, openness, experience and diversity. The strategies include: first, the premise of teaching text interpretation under visual fusion theory; second, dialogue: the way of teaching text interpretation under visual fusion theory; third, interpretation cycle: the way of teaching text interpretation under visual fusion theory; Fourth, development: the evaluation purpose of teaching text interpretation under the theory of visual integration.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
本文编号：2411347
[Abstract]:Chinese teaching text interpretation is an important part of Chinese reading teaching, the quality of text interpretation often determines the quality of reading teaching. The new curriculum standard clearly points out that reading teaching is a process of dialogue between teachers, students, textbook editors and texts. However, at present, there are some wrong interpretation ideas such as "text first", "teacher supreme" and "student supreme" in the practice of interpreting Chinese teaching text. The text interpretation of the "monistic" subject violates the spirit of the new curriculum standard, which leads to the problems of "interpretation one-sided", "interpretation divorced from the students' reality" or "interpretation out of the text", and so on, which reduces the quality of reading teaching. The German philosopher Gadamer's theory of horizon fusion emphasizes that understanding is the fusion of subject and object, and the subject and object are equal dialogue relations, which is consistent with the spirit of the new curriculum standard. The purpose of this study is to apply the theory of visual fusion to the interpretation of Chinese teaching text in order to reform the concept of text interpretation and improve the quality of reading teaching. This research mainly adopts the literature research method and the case study method. The innovation of this study is that some new cases are used: some new viewpoints are put forward: the content of the study is more comprehensive. In this study, the meaning of visual fusion is combed, and the theoretical origin of vision fusion is traced back. Then, the implication of teaching text interpretation under the theory of visual fusion is expounded. Firstly, it emphasizes that the interpretation of Chinese teaching text is the fusion of students, teachers, textbook editors and texts. Secondly, it summarizes its characteristics: multilateral, bidirectional, fuzziness and ascendancy. After analyzing its dimensions, there are four aspects: the visual fusion of teacher, student and text: the fusion of teacher, student and textbook editor; the visual fusion of teacher and student; and the fusion of vision between student and student. Then this study examines the significance of the interpretation of teaching texts under the theory of visual fusion. The significance for students is to show students' dominant position and respect students' personality reading; to teachers' significance: to reshape teachers' role and develop teaching wisdom; to text meaning: to enrich text meaning and to realize text value. Finally, we focus on the practical application and explore the principles and strategies of teaching text interpretation under the theory of visual fusion. There are four principles: equality, openness, experience and diversity. The strategies include: first, the premise of teaching text interpretation under visual fusion theory; second, dialogue: the way of teaching text interpretation under visual fusion theory; third, interpretation cycle: the way of teaching text interpretation under visual fusion theory; Fourth, development: the evaluation purpose of teaching text interpretation under the theory of visual integration.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
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