文本阅读中师生解读视角的冲突与相融

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1、硕士专业学位论文论文题目文本阅读中师生解读视角的冲突与相融研究生姓名顾吟圆指导教师姓名陈子平专业名称教育硕士研究方向学科教学（语文）论文提交日期2013年7月文本阅读中师生解读视角的冲突与相融中文摘要文本阅读中师生解读视角的冲突与相融中文提要《义务教育语文课程标准》（2011版）“大力倡导师生在文本阅读过程中各自的个性化解读行为”。这种师生个性解读行为必然经历由冲突走向相融的过程。本文运用案例分析法、文献研究法、调查研究法指出文本阅读中的三种冲突：教师因对文本浅俗阅读、穿凿附会、照“参”宣读而与文本产生冲突；学生因读不懂文本、不独立

2、思考或歪解文本而与文本产生冲突；师生因文化价值观、所占阅读资源、阅读目标及各自所处地位的差异而产生冲突。对此，又从教师拥有自身价值观、个性特征、权威地位，学生有着对经典文本的逆反心理、单纯的生活阅历、非主流文化观，文本有着自身特点及编者心理等方面分析冲突成因。最后指出化冲突为相融，教师是关键。应提高自身修养，引导学生理解尊重文本主导价值观，按阅读教学评价标准规范个性化阅读课堂。还需精选文本，在与文本客观对话层面作出努力。关键词：文本阅读师生冲突相融作者：顾吟圆指导老师：陈子平IAbstractConflictsandHarmonie

3、sbetweenTeacher’sandStudents’perspectivesoncomprehensionintextreadingConflictsandHarmoniesbetweenTeacher’sandStudents’perspectivesoncomprehensionintextreadingAbstractCompulsoryeducationcurriculumstandard(2011Edition)vigorouslyadvocatesthedifferentreadingbehaviorsofthet

4、eachersandthestudentsintheprocessoftheirpersonalinterpretationsofthetexts.Andsuchinterpretationsmustundergoaprocessfromconflicttoharmony.Thispaper,whichusescasestudymethod,literatureresearchmethodandsurveyresearchmethod,pointsoutthattherearethreekindsofconflictsinthete

5、xtreading.First,theteacher’sgivingstrainedinterpretations,drawingfarfetchedanalogiesonlyaccordingtoreferencebooks,thuscausingakindofconflictwiththetexts.Second,thestudents’inabilitytounderstandthetextsbythemselvesorfailingtothinkindependently,leadingtomisunderstandinga

6、ndinturnresultinginanotherconflictwiththetexts.Athirdconflictiscausedbythedifferencesbetweenculturalvalues,thereadingresources,andbetweenthereadingtargetandtheirdifferentrespectivepositions.Inthisregard,teachershavetheirownvalues,personalitycharacteristicsandtheauthori

7、tativestatus,whilestudentshavesomereversepsychologytotheclassicalworkssincetheirsimplelifeexperienceandnone-mainstreamcultureareinsharpcontrasttotheaspectsabove.Finally,whatshouldbepointedoutisthatteachersarethekeyfactorintheprocessfromtheconflicttoharmony.Weshouldimpr

8、oveourownself-cultivation,guidethestudentstounderstandandrespectthedominantvaluesofthetextssoastostandardizepersonali