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《语文课程标准》要求7~9年级学生在阅读中“对作品的思想感情倾向,能联系文化背景做出自己的评价”。而在诸多的文化背景资源中,作者资源,即作者的性格特征、思想情感历程等,是不可忽视的一项。本文认为,教师应当从教学文本内外对此进行充分挖掘,并将其有机地穿插在文学作品阅读教学的过程之中,从而最终实现对文本的深度解读。同时,本文从现代和古代的角度分别列举《藤野先生》和《陋室铭》两个经典文本的阅读教学案例,探讨作者资源在文本深度解读中的运用。
The Chinese Curriculum Standard requires that students in Grades 7-9 should read “the ideological tendencies of their works and make their own comments in relation to the cultural background.” In many cultural background resources, the author’s resources, that is, the author’s personality traits, emotional history and so on, can not be ignored. This paper argues that teachers should fully tap the teaching text both inside and outside, and put it in the organic process of reading teaching of literary works, so as to finally realize the deep reading of the text. At the same time, this article enumerates the reading teaching cases of two classic texts, “Mr. Fujino” and “Shakyamuni” from the modern and ancient perspectives, and explores the use of author resources in the depth interpretation of texts.