论文部分内容阅读
《新课标》强调阅读活动中的个体差异:“注重个性化的阅读,充分调动自己的生活经验和知识经验,在主动积极的思维和情感活动中,获得独特的感受和体验。”新课标的这种个性化阅读要求,是对学生的。而实际上,语文教师的文本解读,也要符合这样的要求。要实现学生的个性化阅读,首先要实现教师对文本的个性化解读。真正的文本解读都是属于个体的,语文教师也需要用自己的眼睛、自己的心灵来解读作品。那么,语文教师如何切实提高自己的个性化阅读水平呢?本文研究试着从以下六个方面:阅读兴趣,阅读体验,阅读取向,阅读习惯,阅读层次,阅读积累来探讨如何提高语文教师的阅读水平,同时,我也希望这一研究能为提高阅读教学的效率找到最根本的推动力。
“New Curriculum” emphasizes individual differences in reading activities: “Focus on personalized reading, fully mobilize their life experience and knowledge and experience, in the initiative and positive thinking and emotional activity, get a unique feeling and experience. ” The new curriculum standard for this personalized reading requirement is for students. In fact, the text of Chinese teachers to interpret, but also to meet such a requirement. To achieve personalized reading of students, we must first realize the teacher’s personal interpretation of the text. The real text interpretation belongs to the individual, Chinese teachers also need to use their own eyes, their own souls to interpret the work. So, how to improve the level of individualized reading? How to improve the reading ability? How to improve the reading ability? How to improve the reading ability of Chinese teachers? At the same time, I also hope this study can find the most fundamental impetus for improving the efficiency of reading teaching.