一、他者的阅读:“欢喜指数”偏低当下的儿童阅读,随着教师指导的精细化,越来越呈现出一种“他者化”的倾向,这就离真实的“我阅读”越来越远了,学生对于阅读的“欢喜指数”自然也就随之降低了。1.作业程式化,引发“恐惧感”。为了让学生养成“不动笔墨不读书”的好习惯,许多语文教师为学生安排了固定性的操练作业——每天阅读同一书目的规定章节,每天完成规定的阅读作业。时间一长,阅读本身就发生了异化:阅读不是为了 First, the other’s reading: “joy index ” low reading children, with the refinement of teacher guidance, more and more presents a “other ” tendency, which is far from the real “I read ” farther and farther, the student for reading “index of happiness ” will naturally be reduced. 1. Work-style, triggering “fear”. In order for students to develop a good habit of “keeping their words and reading without reading”, many Chinese teachers arrange fixed training for their students - reading the prescribed chapters of the same book every day and completing the prescribed reading daily. Over time, reading itself alienated: reading is not for