阅读了《江苏教育·中学教学》2014年第12期专题《基于语文教学的文本解读》后,我对“文本解读”这个话题也做了一些思考。读后随感:文本解读是灵动与互动的心智行为。作为语言习得的重要交流载体,教师要重视元认知阅读方略的渗透,关注学生的自我规划、自我管理、自我监控、目我评价与自我调适等解读;隹备行为,引导学生对文本进行批判性整体阅读,超越识记、理解与应用层面,促进学生 After reading the topic “Text Interpretation Based on Chinese Teaching” in “Jiangsu Education High School Teaching” 2014 the 12th article, I also made some thoughts on the topic of “Text Interpretation”. After reading: text interpretation is a smart and interactive mental behavior. As an important carrier of language acquisition, teachers should pay more attention to the infiltration of metacognitive reading strategies, and pay attention to students' self-planning, self-management, self-monitoring, self-evaluation and self-adjustment. Critical reading as a whole, beyond the memorization, understanding and application level, to promote students