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阅读教学的本质范文1
【Key word】 English reading; Schema; interactive; process; model
【摘 要】 阅读能力的培养是英语教学中重要的一环。现代英语教学法认为英语阅读不是被动地接受信息，而是主动化、个人化、而且复杂化的过程。阅读能力强的人，不仅用“自下而上”的技巧去了解文章里的单词与句子，也善于用自身所具备的知识与经验，“自上而下”地推理、预测、并分析文章。相互作用模式和图式理论强调：阅读要建立背景知识，阅读中要训练推测、分析等认知技巧。因此，本文建议：注重整体性的阅读教学，鼓励学生主动认识单词，让学生读完文章后自己提出问题以及谨慎挑选阅读材料。
【关键词】 英语阅读；图式；相互作用；过程；模式
1. Introduction
Reading skill is clearly one of the most important skills， in fact， in many instances around the world we may argue that reading is the most important foreign language skill， particularly in cases where learners have to read English material for their own specialist subject. In the case of education in China， the teaching of English is a major classroom activity not only because it is easier for non-English-speaking teachers to supply an English written text to be read than a spoken one to be understood， but because only reading skill plus a small amount of writing skill is required in the entrance exam which most learners wish to pass. That’s why this paper reviews articles on the research of theoretical and pedagogical issues in reading， hoping to get some inspiration and integrate it effectively into the English reading teaching.
The reading process has famously been described as a "psycholinguistic guessing game"[1] P142 in which efficient readers minimize dependence on visual detail by utilizing background knowledge to make predictions and check these against the text. In this paper， based on the analysis of Schema Theory， the paper will explore its origin， theory and guidance of schema， in the hope of providing some hints to the improvement of teaching and learning.
The paper begins this essay by showing the teaching problems in reading. In the second part of the essay the paper reviews some significant pedagogical and theoretical issues in reading， including Bottom-up Model， Top-down Model and Interactive Model. Then， the Schema Theory is introduced to suggest or accept that something is true so that it can be used as the basis for an argument or discussion and the methods of reading teaching are reviewed. In the third part of this essay the paper presents several recent approaches to teach reading， especially in English context. Finally， several recommendations are made for instructional practices based on what the writer has learned from the literature review.
2. Teaching problems in reading
Reading is an important curriculum. But the traditional teaching method used now does not keep up with the essence of the reading process. The teaching activity is mechanical and cannot meet different needs from learners with several levels and different personality types [2] P68.The main teaching problems in reading are listed as follows:
2.1 Many different contexts for reading instruction
Specialists often seek insight and possible approaches from well-established language theories and researches. However， our language theory may not be completely applied to foreign language reading process because of different situations， motivations and perspectives of foreign language readers.
The basic differences are: first， learners do not have a fully developed phonological system when they begin to read. Therefore， the Bottom-up Models that depend on the learner’s encoding of the text into phonological symbols or internal speech can not be applied directly to the process; second， learners are adolescent or adult learners already literate in native language. They have relatively highly developed native language vocabulary， syntactic knowledge， topical and rhetorical schemata， and varying native language reading strategies. Still for learners， the cultural differences can make the activation of appropriate schemata difficult. The complexity in contexts must lead researchers and teachers to be cautious with their results and with possible suggestions from native language reading contexts.
2.2 Few reading instruction curricula for text structure awareness
A number of studies have persuasively argued that learners’ awareness of formal aspects of language and genre structure enhances their comprehension and inferring ability; [3] P67 however， there are few reading instruction curricula focusing on text structure awareness as a consistent component. Nor is the ability to discuss and teach awareness of text structure well developed in a variety of teaching contexts.
2.3 The difficulty of developing as large a vocabulary in learners as in average
native language academic students
Although reading instructors recognize the importance of a large vocabulary， language skills， academic ability and background knowledge， they admit it is actually impossible for learners to compete with average native language academic students in the development of vocabulary by the end of the secondary school. And the instructors do not improve the method of teaching.
2.4 Reading a lot not being emphasized in most reading teaching
Although extensive reading is useful in learning to read and beneficial to many additional language learning， it is not the central component of reading instruction which stresses the grammar teaching. Teachers still translate all sentences one by one.
In traditional reading teaching， the reading process is described as the “Bottom-up” Model. And the reading activity is also regarded as the process of decoding written symbols， which reforms the author’s thought. So， the traditional reading teaching always emphasizes the grammar. Teachers usually ask learners prepare lessons before class through looking up new words， pronunciation， translation， synonym and so
on.[4] P67
2.5 Reading strategies not easy to be taught
The ability to use appropriate reading strategies and knowing when to use them according to different reading purposes and tasks are very crucial in reading comprehension. However， teaching learners to use strategies that are relevant to varying needs and contexts has been proven to be extremely difficult. Teachers have to make learners into strategic readers rather than teach them reading strategies， which is a major educational dilemma for contexts. [5] P99
Why do these teaching dilemmas exist? In the author’s opinion， both learners and teachers do not realize the essences of reading clearly. So we should review the theoretical and pedagogical issues in reading.
3. Theoretical and pedagogical issues in reading
Researches on reading in a second language， mainly in English as a foreign language， and efforts to improve reading instruction have remarkably grown in the last four decades， especially in the recent 20 years. The following section focuses on different visions of reading process， Schema Theory， and reading strategies.
3.1 Reading process
After collecting and observing the problems arising in the process of reading and understanding， experts and scholars both at home and abroad made plenty of study and demonstration. The following three are the most frequently referred to in reading processing， that is， Bottom-up Model， Top-down Model and Interactive Model.
3.1.1 Bottom- up model
Reading was traditionally viewed as a passive or receptive process in which the reader attempted to decode the intended meaning of the author via recognizing the letters and words as meaningful units. In bottom-up process， or text-based model reading is a process that the reader constructs the text from the smallest units: recogni-zing letters and words， working out sentence structures.[6]P51-52 Carroll defines the bottom-up approach as “ proceeds from the lowest level (the phonological level) to the highest level (the lexical level) of processing in such a way that all of the lower levels of processing operate without influence from the higher levels.” That is to say， the identification of phonemes is not affected by the lexical， syntactic or discourse levels; the retrieval of word is not affected by syntactic or discourse levels and so on. We have some to doubt that a strict Bottom-up Model will provide a comprehensive amount of how we understand language. [7] P53The reader was merely a recipient of information from the printed page and brought nothing to the text. No real interaction took place between the writer and the reader. In brief， it focuses on detailed linguistic forms instead of the meaning of the whole text.
3.1.2 Top-down Model
However， modern research on reading has found the reading process active rather than passive as well as inpidualized and complicated. Reading theorists have proposed many different visions of reading act. In top-down process， or reader-based model the reader makes guesses about the content of a text. Readers draw on their own intelligence and experience-the predictions they can make， based on the schemata they have acquired-to understand the text. [8]P54 In this process， comprehension must take place first and the identification of words comes second. In top-down process， readers use their background knowledge to work on meaning.
In the Top-down Model of reading， Smith and Goodman [9] P252-253 maintain that readers sample the textual cues， make use of redundancies， make hypotheses about what is coming next， activate background knowledge to make predictions about the ongoing discourse， and confirm (or reject) the predictions. However， poor readers are word-bound and unable to use context when they are reading. This reading process is called a “psycholinguistic model” of reading.
The influence of Goodman and Smith’s work led to a new era in reading theory. Research in reading has been done within the psycholinguistic framework. For example， the earliest psycholinguistic model of reading suggests that comprehension results from the interaction of conceptual abilities， background knowledge and process strategies. In addition， many pedagogical models， which advocate pre-reading activities to activate learners’ predicting skills， are also based on this “top-down” view of reading as a psycholinguistic process.
Recently， however， there is a reaction to the overemphasis on top-down view of reading and a reconsideration of low-level processing in context. Severe observations about the top-down view of reading have come from work by reading researchers. Smith， [10] P156 for instance， stresses that readers garner the information from the page rather than through the top-down process. Some studies in reading have found that less proficient readers are word-bound precisely because they are not yet efficient in bottom-up process. No amount of guessing will overcome this deficiency and lead to automatic word recognition. Experts also claim that readers， having weaker linguistic competence， need to attend more to “bottom-up” features than to read.
3.1.3 Interactive Model
Both the models mentioned above have their limitations. In the bottom-up process， if the learner focuses on words and sentences in the text and just prefers to
receive the message， he may misunderstand the writer. There are always dangers of mismatch. The top-down process neglects the importance of lower-level knowledge that the text requires of the reader. So， strict “top-down” theories of reading have recently been replaced in popularity by more “interactive” models of reading. Several reading researchers have found that efficient and effective readers use both top-down and bottom-up strategies operating interactively to aid comprehension. [11] P157-158
The interactive process， which emphasizes reading comprehension， is a disposing
process of language. Meanwhile， never should one overlook the importance of the use of background knowledge and reasoning. The whole process of reading should be a
process during which the bottom-to-top model and top-to-bottom model work alternatively and interact with each other. In this whole process successful readers continue to make use of cues at all levels， from graphphonic to schematic [12]. This Interactive Model reveals the importance of the schemata in the reading process.[13] Many experts and scholars both at home and abroad consider that this point of view balances the relationship between the former two models. Good reading is not a print-free guessing
Game.
3.2 Schema Theory
Schema Theory is a major issue in reading. Schema Theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences [14] P201， which has been found playing a very important role in reading comprehension.
Schema Theory， positing an Interactive Model of reading in which bottom-up process and top-down process of reading occur at the same time， describes how a learner’s knowledge is integrated in memory and used in higher-level comprehension process. [15] P201 The four-fold piding method roughly pides schemata into the following four categories: Linguistic Schema-the ability to use language， especially a foreign one; Content Schema-background knowledge and so on (culture， world knowledge， concepts);Organizational Schema-the structure of reading material and Strategy schema: monitoring behavior on reading process which relates to reading skills， speed， text predictions. What can we obtain from those analyses to the actual reading teaching activities? At word level， we know that the key factor in the process of reading is some key words that can make our learners understand the general idea of the text by using their already existing schemata. For those that learner-readers do not have， the pre-reading activity is absolutely needed. Teachers can ask some questions in relation to the background of the on-going listening text.
However， the pre-reading activity is only part of the solution to the problem of lacking relevant schema. The main problem lies in a good understanding on the target language culture and society. This may be seen as having a same tone in talking about translation theory， while this is the same function that plays in the fact that a good understanding of the cultures of the target-language is the base of fully understanding their languages. Before the differences between nations and countries becoming vague or disappearing， this factor works. One’s experience， after all， is limited. So there is a need for us to encourage our learners to read more about foreign culture (for example， extensive reading) and pay more attention to the differences between the foreign and the things and customs at home.
What is more important is how to stimulate learners’ schemata properly? This relates to the choice of reading text for our learners. Deep cultural related articles should be avoided to the preliminary learners and the process of reading is on the basis of step by step. On the other hand， reading skill at the hand of learners also plays an important role in the process of schema-stimulation. A good reader should be a good clue-seeker， who can get the writing purpose from small hints among sentences sensibly， who is easy to resonate with the text writer， and who is also a predictor in guessing the contents the text will show next. This stresses the reading process is an active activity， instead of a passive one. An active reader uses his or her own knowledge to perceive the intention of the reading text actively against his or her schemata and then finds out the proper connection between the two.
Of course， there are some disadvantages in recent researches of Schema Theory’s application. Now， what we talked most about the Schema Theory is the Content Schema， and of course， this is the common factor that affects the result of reading. However， the other three also have significant effects on our reading teaching， which we would not ignore. Linguistic Schema refers to the ability to use language. Organizational Schema stresses the logic form of a reading article and the Strategy Schema refers to the skills that a learner mastered. The four kinds of schemata are related with one another and the absent of one would cause the understanding inefficiently. With suitable instructions， the learners can develop the four kinds of schemata in a balanced way and only in this way could they reach the maximum result in the process of reading comprehension.
After learning the Schema Theory， we should get more realization about the objectives of reading instruction.
The reading instruction is designed to enable learners to develop basic comprehension skills so that they can read and understand texts of a general nature， to use reading to increase their general knowledge， to decide about their reading purpose and adapt their methods of reading according to this， and to develop the ability to read critically.
The reading instruction should teach basic reading comprehension skills， especially real-life reading skills such as reading for gist and reading for information， develop flexible reading skills(varied according to purpose)and critical reading skills， develop the learners’ knowledge of vocabulary or idiom， reinforce (or even) present certain grammatical features and act as a stimulus for oral or written work later on.
转贴于 4. Recent approaches to teach reading
The following is recent approaches to teach reading:
4.1 Building background knowledge in the pre-reading phase
Schema Theory has shown that successful readers use prior knowledge of the content of the text to aid comprehension. Therefore， a recent approach to teach reading emphasizes pre-reading preparation of learners in a reading lesson plan. Working with learners before they begin reading a text helps them get more involved.[16] P78 First， learners learn background information to activate useful schemata. Understanding the text’s beginning， learners can then recognize textual landmarks as they meet them. Then， confident learners are more likely to take risks in guessing words’ meanings and anticipate text content. They will be better strategy users while they read. Just as Tierney and Pearson put on the top of the eight suggestions for improving classroom practices， “Be sure to find out your students’ prior knowledge of the topic and text genre before beginning to read，” intelligent selection and preparation before reading can make our students’ reading more efficient and enjoyable.
4.2 Teaching met cognitive skills while reading
The persity of the cognitive process in action as learners read， as well as learners’ awareness of them can be used during the reading act to develop comprehension. The identification of mentalistic functions through the use of self-reflection procedures can facilitate the reading process. In the study of Rod Ellis [17] P86-87， learners， after being trained to “self-observe” and to “think-aloud”， became aware of inefficient processing habits and were able to replace them with strategies that had been taught to them in class.
Teaching the skill of contextual guessing may improve reading comprehension and speed.
4.3 Using cloze to teach reading
The great value of the cloze procedure in language testing has long been recognized. Since using cloze for the teaching of reading gives learners practice in the essential skill of guessing from context， the development of the ability to guess meaning from context is seen as the key to successful reading. This context includes not only the words on the page， but also the reader’s language knowledge about the subject matter of the text being read. By deleting words from a passage on a regular basis， cloze trains learners’ guessing strategies， thus allowing learners， then teachers， and their peers a chance to help learners increase their guessing ability. This increased ability may lead to greater comprehension and also to faster reading speed. Reading speed accelerates because better guessing skill means readers need to spend less time decoding words.
Although the reading teaching has been improved recently， many learners still have difficulty in applying the reading skills while they are reading. We can find it from some examples of English text in postgraduate entrance examination.
2004 Text 2[18] P116
Over the past century， all kinds of unfairness and discrimination have been condemned or made illegal. But one insidious form continues to thrive: alphabetism. This， for those as yet unaware of such a disadvantage， refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet.
It has long been known that a taxi firm called AAAA cars has a big advantage over Zodiac cars when customers thumb through their phone directories. Less well known is the advantage that Adam Abbott has in life over Zoë Zysman. English names are fairly evenly spread between the halves of the alphabet. Yet a suspiciously large number of top people have surnames beginning with letters between A and K.
Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bush’s predecessors (including his father) had surnames in the first half of the alphabet against just 16 in the second half. Even more striking， six of the seven heads of government of the G7 rich countries are alphabetically advantaged (Berlusconi， Blair， Bush， Chirac， Chrétien and Koizumi). The world’s three top central bankers (Greenspan， Duisenberg and Hayami) are all close to the top of the alphabet， even if one of them really uses Japanese characters. As are the world’s five richest men (Gates， Buffett， Allen， Ellison and Albrecht).
Can this merely be coincidence? One theory， dreamt up in all the spare time enjoyed by the alphabetically disadvantaged， is that the rot sets in early. At the start of the first year in infant school， teachers seat pupils alphabetically from the front， to make it easier to remember their names. So short-sighted Zysman junior gets stuck in the back row， and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications， because they get less inpidual attention， as well as less confidence in speaking publicly.
The humiliation continues. At university graduation ceremonies， the ABCs proudly get their awards first; by the time they reach the Zysmans most people are literally having a ZZZ. Shortlists for job interviews， election ballot papers， lists of conference speakers and attendees: all tend to be drawn up alphabetically， and their recipients lose interest as they plough through them.
The examinee can grasp the main idea of the article through the extensive reading easily.
In the first paragraph， the sentence--But one insidious form continues to thrive: alphabetism. This， for those as yet unaware of such a disadvantage， refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet- mentions the phenomenon which the author emphasizes. If readers can realize the word “But” which is stressed obviously， then it is possible to infer that the second and third paragraphs of the article surely prove the first section through massive examples. Then the second and third paragraphs can be skip-read and does not need to be examined carefully.
Comprehending the topic sentence is a good method to hold a paragraph. When readers read the following article， if readers can hold a paragraph’s general idea through utilizing the strategy-seeking the topic sentence， then it is extremely easy to see the first sentence in the fourth paragraph--Can this merely be coincidence？， as well as the last sentence--Yet the result may be worse qualifications， because they get less inpidual attention， as well as less confidence in speaking publicly-- a transitional sentence. Readers can know the fourth paragraph is for explaining the kinds of phenomenon， its origin and the consequences it creates.
In the fifth paragraph， readers also act according to the first sentence--The humiliation continues--and extrapolate that the full text will give further example to disclose the phenomenon of alphabetism lying in human society generally.
Through the above elaboration， readers may realize we cannot read effectively just by grasping sufficient glossary and grammar knowledge， because our memory is limited. We can not take note of the macro structure of the text if we pay more attention to some partial information. [19] P102-103 But we can hold the whole text by reasonably grasping the paragraph’s structure， the skip-reading， as well as advanced reading extrapolation. Then we comprehend the whole text after reading these five topic sentences.
From the above example， we can see that the design of the examination’s questions is by no means to inspect the learner’s response to the glossary. Therefore， the key point of enhancing reading lies in the fact that learners must clearly know the essence of reading process. Learners should dare to use each reading skill to solve the problem. Only daring to attempt and attempting industriously can learners have the opportunity to experience the result. So， in the author’s opinion， taking the following recommendations can help to improve reading instruction and make the instruction depend on the learners’ needs and teaching objectives.
5. Recommendations for teaching reading
5.1 Holistic reading instruction
The research by Devine， [20] P99 clearly shows that gains on discrete point grammar and vocabulary tests correlate negatively with increasing reading proficiency. That is， if language instruction is to have a positive impact on reading performance， that instruction should be holistic or integrative rather than discrete-point skills oriented. Constant close attention to details like pronunciation， vocabulary items， and grammatical points in each sentence does not reinforce skills， which are crucial to efficient reading and comprehension. In the reading classroom， the teacher should not rely on repetition and drill of pronunciation， word identification， vocabulary and grammar structures because these activities may only prepare learners for discrete point tests instead of real reading， and will not aid learners in developing reading competence.
Holistic reading instruction should be emphasized in the teaching of English reading. The teacher should design the corresponding reading curriculum in order to train the ability of holistic reading. The essential target of the trainings that enable learners to manoeuvre the scheme knowledge they have and strengthens the ability of forecast and proving. The ability of forecast is most important. Teachers should teach learner how to find out the topic word/key word in a certain sentence and the topic sentence and topic paragraph in a certain passage.
A holistic reading instruction must be communicative， too. Therefore， the teacher should provide linguistically interesting and situationally appropriate language samples. This might be accomplished through the use of tapes， dialogues， and even carefully screened reading materials which even learners with low language proficiency can follow.
Reading tests should be holistic and integrative， too. They should require learners to use a variety of linguistic and nonlinguistic information in their attempt to understand meaning. The holistic reading instruction can combine the discourse analysis， linguistic information and ability of communication together. [21]
5.2 Reader-generated questions
Questioning has long been used in reading as a tool to facilitate comprehension or after reading in an effort to test comprehension. However， “other-imposed” type of questioning used by the writer or editor of a text， or by the teacher， interferes with the reader’s own agenda as well as with his reading pleasure. David Nunan[22]P99also remarks that teacher-generated questions tend to weaken the learners’ comprehension since the learners’ course evaluation often depends more on their answers than on their comprehension. These findings suggest that the traditional question approach limits learners’ comprehension by having them comprehend only what the questions ask for， the implication being that readers comprehend in a different manner and more naturally when questions are not imposed by others.
5.3 Encouragement of the automaticity of word recognition
Automaticity of word recognition is what foreign language readers are lack of. Therefore， teachers should have learners read as much as possible to develop automaticity. The role of extensive reading is crucial in this respect.
Learners need to read extensively. Longer concentrated periods of silent reading build vocabulary and structural awareness， develop automaticity， enhance background knowledge， improve comprehension skills and promote confidence and motivation. In short， learners learn to read by reading a lot.
5.4 Careful selection of reading materials
Teachers must treat beginning and advanced learners differently as they approach reading materials. Widdowson [23] P135 advocates that preparation to read authentic materials must begin at the intermediate level. Besides， experts [24] P135 find that the more hierarchical the organization of a text， the better the comprehension， recall， and retention of readers. Therefore， teachers should select texts with a very obvious rhetorical organization to cater to learners’ need for clarity. Examples of such discourse patterns in English might be problem-soluting， comparison， and cause-effect expository formats.
Widdowson[25] P135advocates “narrow reading” as another means of selecting text. He argues that the more familiar the reader is with the text， the more comprehension is facilitated. Teachers can develop both reading comprehension and learner self-confidence by giving learners the opportunity to narrow their reading choices to several texts by the same author or dealing with the same context matter.
6. Conclusion
The instruction of reading has often been the main activity in many English contexts. Reviewing so much theoretical issues and instructional literature in reading， understanding the strength and weakness of various approaches to teach reading， and realizing some teaching problems in reading context， the author recommends the reading curriculum should become a learner-centred curriculum. The holistic reading instruction and cognitive skills should be emphasized while reading. The recommendations made here may not be sufficient to meet all the instructional needs of reading. But， it can tell us to realize that the English teacher’s responsibility is to get learners to read as much as possible effectively and enjoyably.
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阅读教学的本质范文2
【关键词】文本价值 坚守正道 大道至简
《语文新课程标准》指出“阅读是学生的个性化行为，不应以教师的分析来代替学生的阅读实践。阅读要珍视学生独特的感受、体验和理解。”注重文本的价值取向就是对文本的定向理解，而个性化阅读则又要求对文本采取开放式阅读，尊重学生的独特体验。《语文课程标准》上也既有“逐步形成积极的人生态度和正确的价值观”的规定，同时也有“尊重学生在学习过程中的独特体验”的论述。在教学过程中，我们又该如何处理这两者的关系呢？下面就结合我的教学实际，粗浅地谈谈我的看法。
一、坚守正道，弘扬真善美
文本是作者向读者传达信息的载体，这信息或是作者所抒发的情感，或是作者表达客观世界万事万物的态度或观点，或对未来的憧憬和想象……这些信息组成了多姿多彩、精彩纷呈的世界，使教材呈现出多元性。只要学生的独特体验不违背“真”“善”“美”的基本原则，都应该得到理解与尊重，否则我们就要加以纠偏。在教学《狐狸和乌鸦》一课时，便出现了下列教学案例：
师：故事学完了，你想对狐狸和乌鸦说些什么？
生：狐狸，你真是一只狡猾的狐狸。
生：乌鸦，你以后再也不能随便听别人的好话了，那是很容易上当的。
师：（写出学生的精彩回答：爱听好话容易上当受骗）让我们永远记住乌鸦带给我们的教训。
（正当我准备下一环节的教学，只见有一只小手仍是高高举起，一副不吐不快的样子。）
生：我还想对狐狸说，你一次又一次地努力，开动脑筋想办法，终于吃到了肉，你可真聪明！
师：哦！是吗？（不急不忙地）狐狸一次又一次地努力，是干好事还是坏事？
生：（刚才那个学生）是干坏事。
师：动脑筋干坏事，那坏事不是越干越多？（该生笑了起来，但小脸已微红。）
《语文新课程标准》说“尊重”就是学生独特体验中的那些“合理的信息”；“注意”就是要注意学生独特体验中的那些“不合理的信息”。而文本的价值就在于使学生在树立正确的理念、信念，提高精神境界、文化品位、审美情趣等方面受到熏陶感染。所以必须恪守“真”“善”“美”的基本原则。
二、，守住是非理
学生阅读文本的过程其实是一个再创造的过程。由于学生兴趣爱好不一，思维情感活动样本各异，知识经验深浅不一，学生对语文材料的反应往往是多元的，阅读后获得的感受自然各有差异，这是十分正常的事。关键在于面对学生的不同感悟、体验。
1.善加引导，明辨是非。语文教学倡导个性阅读，但尊重学生的独特体验并不是对学生的不同理解一味地肯定，更多的是指在人格上的尊重和对探索精神的鼓励，对于涉及价值观念的东西必须引导学生辩明是非。当学生的理解与文本所蕴涵的价值取向发生冲突时，教师是帮助学生理解文本的解释者和指导者，更重要的是掌舵者。只有把学生领入理解课文的正确的路子上来，课堂教学才是有效的文本解读过程。
2.意见保留，允许共存。除了文本自身的人文教育意义，学生们可能会产生其他感悟，只要不与文本的价值取向构成矛盾关系，不至于形成价值观念上的混乱，此时教师就可“有所不为”，就应该给予肯定，允许存在，这正是尊重学生独特体验的要求。
三、大道至简，追求精和美
大道至简，“简”到一定的程度就是“和”，就是“同”，因为它中和了许多信息而达成“同”的共识。我在执教《螳螂捕蝉》时，并没有“循规蹈矩”逐段教学，也没有“人文精神”纠缠不清，而是从学生阅读心理出发，根据教材本身特点，大胆地重组教学内容，一节课就这么几个教学环节：1.默写四组词语。2.完整地读课文。3.课文表演。整个课堂教学，环节安排新颖独特，虽然改变了课文的“序”，但以发展语言理解和运用能力为主线，匠心独具地把朗读、感悟、想象、复述等整合成几个生动活泼的板块，使学生在层次分明的实践中得到了全面的训练和整体的发展。在这样一次次的循环往复、螺旋上升的思维拔节中逐步逼近了对人物本质的认识，深化了对文本的理解。
教师要尊重学生，更要提升学生；要立足课堂，更要超越课堂；要释放生命，更要点化生命！文本的价值是旗帜，是航帆，是路灯。让我们在鼓励学生多元理解、激励学生大胆独特体验的同时，任何时候都要坚决把住文本价值的取向！参考文献:
[1]杨九俊.语文教改热点问题的回应[M]. 教育科学出版社. 2007.
阅读教学的本质范文3
纵观当前的许多绘本阅读教学活动，似乎大多是一种固定的模式：绘本一本，幼儿一批，教师从绘本第一页讲到最后一页；其教学形式大多以"教师问"、"幼儿答"出现；所提的问题是基于教师对绘本的理解设定的，其内容主要是基于绘本的事实性讨论。在这过程中有时教师很少甚至没有考虑到幼儿在自主阅读绘本中可能出现的疑问和关注点，因而阅读过程变成了幼儿被动接受的过程。像这种以自己的教学思路代替幼儿的阅读思路，简化幼儿探索过程的现象，究其缘由主要是我们教师在幼儿绘本阅读活动中对自己的角色认识不清，教育策略运用不当造成的。幼儿在早期阅读中不是一个完全独立的阅读主体，它在很大程度上依赖于阅读环境，即与幼儿园教师和家长的互动、与阅读文本的互动等。因而，在早期阅读中我们教师扮演了非常关键的角色，发挥着重要的作用。基于以上认识，自2008年以来，我园就致力于绘本阅读活动的教育教学研究，旨在通过开展以分享阅读绘本为教学材料的早期阅读活动，尝试通过教师的阅读引领策略，激发幼儿自主阅读的内在动机和欲望，探寻培养幼儿良好阅读习惯和自主阅读能力的新途径，引导幼儿从伴随的、被动的阅读到独立的、主动的阅读，为幼儿的自主学习打下坚实的基础。在长期的探索实践过程中，我们总结出了以下几点有关幼儿绘本阅读教学中，教师如何进行教学指导的策略、方法。
一、精细研读绘本，挖掘其内在价值，做幼儿阅读活动的"探宝人"。
早期阅读活动是幼儿与成人间具体的互动实践。柯南（1994）曾指出："幼儿虽然可以通过视觉直接感知图画书的某些画面意义但要独立读懂图画书却是困难的。这不只是指图文并茂的图画书中那些文字他们还不认识，要准确地读出图画书所描述和表达的内容也是不容易的。所以幼儿欣赏和接收图画故事仍然需要大人的帮助。" 因此，拿到一本绘本，我们首先应该考虑的是：幼儿喜欢这本书吗？喜欢这本书的哪里？这本书有什么特点能够吸引幼儿？书的内容能更多的带给孩子些什么呢？作为教师，我们应该站在孩子的角度，首先以一个阅读者的身份对绘本进行欣赏，深入精细地研读绘本，挖掘出其内在的价值，从而找到教学活动的切入点，才能更好地设计组织教学活动。这就好比一副价值连城的字画，在外行人眼中它只是一个漂亮的装饰品，而专家却能挖掘出字画所传达出来的实际价值，以及作者通过绘画向我们所要传达的精神，我们正是要做这样的"专家"，为幼儿选择那些好比"珍宝"的优秀绘本，成为幼儿阅读活动"探宝人"。
例如：在阅读了小班绘本《去幼儿园》后我们不难看出，该绘本以小青蛙的口吻，按照小青蛙入园的空间顺序，带领幼儿和老师，一起认识幼儿园和班级环境，为幼儿介绍了幼儿园中的人、事、物，同时学习和小朋友相处的规则和方法。该绘本描绘的是幼儿熟悉的场景，重复的句式中包含了幼儿每天都会接触到的词汇，这样可以让幼儿通过画面的阅读，将自己已有经验和绘本中的视觉表征建立联系，从而产生阅读的兴趣，还可以帮助他们尽快适应幼儿园的生活，亲近喜爱幼儿园。不只这一读本，还有许多读本都有它足以吸引幼儿注意力的特点与优势。如：《中秋节》可以给幼儿提供一个集中感受中秋节氛围和含义，了解相关传统文化的机会；《植物的叶子》应该联想到幼儿对自然现象的种种好奇；《巨人和小怪兽》则折射出现实中孩子的个性和人际冲突；而《寻宝》、《什么声音？》能让幼儿立刻进入好奇、想象、幻想、探究的状态......总之，我们首先必须通过多角度分析绘本，挖掘出绘本的教育价值点，找到绘本与幼儿实际生活和心理发展需要的联系，组织设计教学活动，这样才能让幼儿的阅读过程真正有意义。
二、立足自主阅读，给予适时回应，做幼儿阅读活动的"点灯人"。
所谓自主阅读是指幼儿的一种主动而积极的行为，在阅读过程中具有强烈的求知欲、主动阅读的精神和积极思考的行为。自主阅读对孩子一生的阅读能力、学习习惯、学习能力有直接影响。我们开展早期阅读活动的核心目标就是要培养幼儿的自主阅读意识和自主阅读技能。因此绘本阅读活动中，我们必须树立这样的理念：承认幼儿具有评论能力，确立幼儿在阅读中的主体地位，理解和激发幼儿多元化的阅读反应，为幼儿的文本意义建构提供支持。在对绘本进行详尽而深入的解读之后，我们需要根据绘本的特点和幼儿学习特点来设计组织阅读活动。幼儿的阅读是一种个性化的活动，不同的幼儿有着不同的阅读速度，这就需要我们教师给予他们充分的时间从容阅读，还要跟随幼儿的阅读状态，分角度分阶段地引导幼儿阅读，从而最终达到幼儿学会自主阅读的目的。
1．多渠道导入，激发幼儿阅读兴趣。
①经验法。幼儿原有的生活经验和阅读经验是阅读活动的起点。在引导幼儿阅读前我们需要着重了解判断：幼儿是否对绘本的内容有一定的生活经验？哪些是熟悉的？哪些是不熟悉的？从而从幼儿熟悉的或者喜欢的事物着手导入。如：在大班幼儿阅读绘本《我喜欢》时，我们就从幼儿喜欢的小动物入手，让幼儿说说这些小动物的特点、喜好。这样的导入因为幼儿有丰富的经验，自然有话可说，并自然地联系到绘本的内容。
②猜想法。这种方法就是给予幼儿一个猜想的空间，能够调动幼儿多种感官的共同参与，诱发幼儿的阅读兴趣。比如：托班绘本《礼物》，我们引导幼儿逐步地运用看、摸、摇、闻等感官感知猜想熊妈妈送给熊宝宝的到底是什么礼物。因为每个孩子的想法和感觉都是不尽相同的，所以托班幼儿猜想出了很多不同的答案，这让整个过程充满了神秘感，充分调动了幼儿的好奇心，产生了强烈的阅读愿望。
③游戏法。伯莱纳曾提出，游戏是激动人心的，是使人得到愉快的活动，因为它是满足探索内驱力的一种途径。在引导幼儿阅读绘本时，我们发现有针对性地设计与绘本有关的游戏，能调动幼儿阅读的内在需求和探究欲望。如：在小班绘本《尾巴》的教学中，我们采用了传统教学手法和多媒体教学手法相结合的办法，创设了"捉迷藏"的游戏情境：先出示森林背景图，然后让幼儿根据动物们露在外面的尾巴猜想是哪些小动物在躲着，在找的过程中，有的是幼儿有熟悉的动物，能一下子根据尾巴猜出来，而有的动物则是猜不出来的，这就顺其自然地"勾"出来幼儿的好奇心，将活动推进到了下一环节--认识动物尾巴，最后有了相关动物尾巴的认识后，再来图中验证寻找出剩下的动物。这种在游戏中阅读，在阅读中游戏的方式，让幼儿情绪高昂，乐此不疲，自主参与性极高，使幼儿感受到了阅读的乐趣。
阅读教学的本质范文4
“读图”其实就是读心，这印象将影响人的一生。所以称绘本为“一辈子的书”是有道理的。绘本阅读课程的开展非常符合《幼儿园教育指导纲要》的精神：“利用图画、绘画和其他多种方式，引发幼儿对书籍、阅读和书写的兴趣，培养前阅读和前书写技能。”《3—6岁儿童学习与发展指南》又进一步阐明“为幼儿提供丰富、适宜的低幼读物，经常和幼儿一起看图书、讲故事，丰富其语言表达能力，培养阅读兴趣和良好的阅读习惯，进一步拓展学习经验。”
我园自2011年成功申报“十二五”国家级立项课题“以绘本为依托，实现教育整合的实践研究”以来，就一直致力于绘本整合活动课程的实践与研究。如何开展绘本教学？如何高效地进行绘本教学？是我们目前急需研究的问题。我认为，“高效”从字面上去理解就是：效能高的、效率高的，它意味着在单位时间内用尽可能少的投入达到最好的效果，完成预定的目标。而当前幼儿园的绘本教学，由于绘本资源有限，班级规模大、幼儿人数多，以及教师的可学经验少等因素，致使绘本教学开展得并不顺畅。加之从学段特点来看，与小学、初中教学不同的是，幼儿园阶段的教学有着基础性及发展成效的后显性特点，单纯地、盲目地追求高效会将我们带进另一个误区。首先我认为，“高效”不是绝对的，而是一个相对的概念，它是“低效”“无效”甚至“负效”的对立面。其次，高效一定是有标准的，但很难用一把标尺来衡量。高效的课堂是以幼儿的需要为起点，以幼儿的发展为目标的；是基于课程标准，指向幼儿的“学”并可持续的“学”的；是遵循了“尊重”与“适宜”的原则，尊重课程目标、特点以及幼儿发展，适宜幼儿的需要、兴趣和成长的。因此，为了促进绘本阅读的高效性，我们对幼儿绘本教学的策略进行了深入的研究。
一、找准课程学习的定位是高效进行绘本阅读教学的前提
1.选择幼儿感兴趣的题材是保证教学高效性的基础。这就要求我们教师在选择教材时应考虑到绘本的内容是否贴近幼儿的生活，是否适合本班幼儿的年龄特点，如果可用，绘本的内容是否需要调整，等等。
2.除了对绘本进行有目的的选择以外，我们还对绘本中的画面进行分析，剖析图书特点，寻找教育元素。绘本的阅读是涉及幼儿的知识经验、认知、情感、态度等多方面相互作用的复杂心理过程，幼儿在绘本阅读的过程中往往是根据绘本中的图画配上自己的经验、情感等因素进行想象的，所以还需要丰富幼儿哪些相关的知识背景，也是必不可少的前期准备。
3.针对所选的绘本设计活动方案，同时还要对方案中的一些问题进行预测，并考虑到课堂中可能出现的多种状况，设计应对策略，做到有效把控。这样就能够游刃有余地把握整个课堂。
二、对于图书的详细解读是高效进行绘本阅读教学的基石
1.推开故事的“门”。绘本拿到手，首先映入眼帘的是封面。对封面的阅读有两大重要的作用：一是“阅读期待”，它是阅读心理的一个名词，在阅读期待的心理条件下会产生强烈的阅读效果；二是激发兴趣，循循善诱，由“趣”入手，把读者引入一个产生阅读乐趣和热爱阅读的境界。比如绘本《我爱你，小猴子》的封面所展现的一只大猴子和一只小猴子手拉手，以及两条尾巴勾连成的“心”形，相亲相爱的画面，让幼儿在课后仍然难以忘记。
2.随之而来的就是蝴蝶页了，学名环衬。它是我们在指导幼儿阅读欣赏时最容易漏掉的一页，这样往往会错过作者和编辑的独具匠心。如绘本《我爱你，小猴子》它的前后蝴蝶页是一样的，可是阅读活动之后我们再看上去的感受却是不一样的。前环衬是一片森林世界，可是我们却不一定会注意到它的生机勃勃，而后环衬仍是那幅画，但我们却能感受到它洋溢的温馨和活力。
3.翻过蝴蝶页之后，我们便看到了扉页。它会告诉你这本书的主人公是谁，大致发生了什么事。比如，幼儿在活动前已经发现《齐柏林飞艇》的扉页上就是那只小羊，它与封面的姿态不同，扉页上的小羊仰望天空，孩子们就已经猜到小羊仿佛在憧憬着什么。大部分绘本的扉页都是阅读的起点，仿佛大戏开演前的锣鼓声响。
4.毋庸置疑，正文一定是需要精读的部分。在教师给幼儿读图画书时，也一定要让幼儿自己看图画。千万不要急着翻页，要让幼儿仔仔细细地去看那些图画，引导幼儿在看图中读懂故事、发现细节、感悟内涵，给幼儿提供一个自主阅读的空间，让他们在阅读中提升对作品的理解。多品味书中的语言，让幼儿多感受，最终积累。如绘本《两棵树》就包含了一些隐性的教育价值，如友谊、珍惜的教育思想等。从挖掘重点词汇到理解重点语句“被高墙阻挡”“幸福的重逢”上加以引导，使幼儿在潜移默化中学习、感受。
5.合上一本绘本时，绘本的故事就已经讲完了吗？我们还有并未结束的封底。《蚯蚓日记》的封底乍看和封面没什么两样，可仔细一看，只见绘本的主人公小蚯蚓写的日记本上多了这么一句话——“我有一种被偷看的感觉”，让人不禁哑然失笑！孩子们和绘本中的小蚯蚓距离更近了，通过画面，读者和绘本又进行了一次对话。
三、巧妙构思的课堂流程是高效进行绘本阅读教学的灵魂
1.主次分明，重点关注。
不管是日本久负盛名的绘本阅读推广者松居直，还是美国教育心理学家杰洛姆·布鲁纳，他们都一致认为：教师得先为儿童读故事。因为绘本是通过优美的语言和图画表现出来的，当教师把绘本所表现的最好的语言用自己的声音、用自己的情感来讲述时，这种快乐、喜悦和美感才会淋漓尽致地发挥出来，绘本的体验才会长久地留在孩子的记忆当中。教师在引导幼儿阅读绘本时还应有所取舍，因为有些绘本情节复杂，页数也比较多，这就要求教师在选取绘本时要注意详略，尽量选取所要表达故事主题的内容，以便让孩子们重点关注，真正在绘本中提炼出知识与经验。
2.良 好视听，渲染情绪。
指导幼儿看图，要教给幼儿方法。也可制作PPT，配上适宜的背景音乐，良好视听效果衬托的阅读情境，利于幼儿获得更为深切的情感体验。如绘本《萝卜回来了》，我就采取了从网上下载动画片的方式，孩子们模仿进电影院看电影的方式找到座位，新颖的开始一下子把孩子们吸引住了，结束时，似乎还有一种意犹未尽的感觉。
3.有效提问，生成回应。
陶行知说得好：“发明千千万，起点在一问。”那么，如何在绘本阅读中激发幼儿探究的欲望呢？那就是有目的的提问，问题的设计要紧扣教材内容，这样才会达到事半功倍的效果，不仅帮助幼儿阅读了绘本，而且理解了故事情节。如绘本《大卫，不可以》活动课中的妈妈，看不见脸，可从她双手叉腰、左脚向上翘起的样子，我们已经可以想象了。“这是谁？妈妈怎么了？妈妈是怎样站着的？我们来学学，为什么妈妈要这样站着？”连环式的提问，让幼儿把目光定格在这一页上，加深了幼儿对图书内容的理解。猜想式提问让幼儿想说，开放式提问让幼儿敢说，递进式提问让幼儿喜欢说……
4.动静交替，灵动课堂。
在绘本教学中，大部分时间是教师带领幼儿阅读绘本，教师通过提问和积极的引导让幼儿获得对绘本的理解。但是单一的教学方式，有时难免显得课堂气氛不够活跃，注入角色表演，孩子们的积极性会更高，课堂效果也会更好。于是我就通过开展阅读情景的体验、角色游戏的表演以及讨论，让幼儿不知不觉地进入故事情境中，经历着书中主人公所经历的事情，最后联系到自己的生活，使他们感悟到书中的内涵。
5.适时评价，学的动力。
阅读教学的本质范文5
在新课程改革的背景下，为“适应”新课程改革，很多教师代替了学生成为唯一的阅读主体或以一种表面的形式替代学生的实际阅读体验。他们将心思更多地放在课堂的形式上。如“小组讨论”，让本来无限接近传统的学习方式贴上“探究式学习”的标签，让每节阅读课表面上都轰轰烈烈，由此引来更多的关注和好评。也有一些老师喜欢用“问题”来淹没课堂，进行所谓的“开放性课堂”，希望用标新立异的课堂形式取代学生真实能力的提高，引来一片“以生为本”的喝彩声。这样的做法在我看来真有些“一叶障目”之嫌啊！殊不知，教师设置的和学生回答的问题主要围绕“是什么”，而摒弃了更重要的“为什么”和“怎么样”。不过，像“是什么”这类问题是完全可以通过教师的讲授掌握的，“为什么”和“怎么样”才是学生应该探究的问题，才是阅读体验的全过程，更应该成为探究性的问题让学生去探究。当然像这样的课堂学生的“主体地位”“探究式学习”“以人为本”等诸多课改新理念好像得到了综合体现，当然也只是体现罢了，至于阅读体验的积累、个体情感的参与和实际阅读能力的提高等方面在我看来收效寥寥。而且，这恰巧就体现出阅读教学过程完全被异化了，甚至连新课程理念也被无情地曲解了！
短暂热闹的课堂过后，试问学生的阅读能力提高了多少？在学生看来，阅读活动俨然就是老师的事情，只不过是应试的一部分，只要注意老师讲的阅读答题策略和技巧，阅读也还是可以应付自如的。当然，老师也就会在复习的时候归纳一些策略和技巧，不厌其烦地向学生重复着自己“苦心钻研的成就”，如树立“文本意识”“整体阅读意识”“规范答题意识”；牢记“观点在作者，答案在文中”；“快速、整体把握阅读材料的主旨，明确正确的答题方向”和“大体把握命题的角度，有的放矢地答题”等。我可以肯定地说这些老师非常善于归纳，对阅读教学也很有研究，也非常尽职尽责。但是，当我们把这些归纳得尽善尽美的“内功心法”，以填鸭的方式灌输给学生、堆砌在学生面前时，我们是否考虑到学生的感受？是否就承认试卷的解答就是学生阅读能力的“晴雨表”？如果学生能完全接受并有幸在考场上把老师的“独门绝技”“内功心法”运用自如而获得满意的分数，那么，他们算是“幸运”的一部分人，尽管能力没得到真正的提高，但他们至少提高了分数；如果学生不能灵活地运用好这些“法宝”，那么就有些可悲了吧，什么都没有获得，老师的“独门绝技”“内功心法”失灵了。我想这样一来可悲的不仅仅是学生，对于语文教师的阅读教学也毫无保留地被推到愧疚和忏悔的边缘，引来一片质疑和不满，边缘学科的地位也就更加边缘，甚至连“夹缝中生存”的“夹缝”权利也将被剥夺！
不过，在反思阅读教学之余，我们能不能真正地站在学生终身学习的角度上考虑一下：是否阅读教学真的就注定是这么苍白无力的呢？是否可以让学生收获一些能让他们受用一辈子的实实在在的阅读的心得和体验，而不仅仅是一些生硬单调的阅读技巧和策略呢？我想考虑到这些后，阅读教学也到了该回归它本来面目的时候了。阅读的本质是不分新课程改革还是旧有的传统课堂形式的。只要在课堂内能有效地把握住阅读的本质，扎实地提高阅读能力，不懈地致力于学生阅读经验的积累和个体情感的体验，在我看来，不管形式如何都是成功的课堂，至少它达到了阅读教学的目标。毕竟，阅读不等同于阅读技巧，阅读教学不等同于阅读技巧策略的传授。
那么真正的阅读教学是什么呢？新课程下的阅读教学与传统的阅读教学有什么区别呢？其实，阅读教学的本质就在于通过阅读主体（学生）的个体阅读体验水平的提高，树立正确的情感态度和价值观，提高其认知水平和理解能力，培养其独特的阅读审美情趣。这样的阅读教学本质才是阅读教学该定位的终极目标和价值追求，那些所谓的“喝彩和好评”应该留给学生来评价。
阅读教学的本质范文6
关键词 文本 语文阅读教学 本质 对话
中图分类号：H193 文献标识码：A
1 对话教学理论的指导下，定位现代语文阅读教学的本质内涵
近年来，一种较完整的现代教学理论——对话教学理论逐渐形成，其中比较著名的代表学者有德国的克林伯格、巴西的弗莱雷、我国的钟启泉、刘庆昌等。对话理论认为，阅读行为意味着人与人之间确立了一种对话和交流的关系。
2011年中华人民共和国教育部制订的《义务教育语文课程标准》实施建议中提出“语文教学应在师生平等对话的过程中进行。”“阅读是运用语言文字获取信息、认识世界、发展思维、获得审美体验的重要途径。阅读教学是学生、教师、资料书编者文本之间对话的过程。”很显然，前者突出了语文阅读教学活动的民主与平等，以便于“充分发挥师生双方在教学中的主动性和创造性”。后者强调的是阅读主体间、主体与文本间的交流与沟通，涉及到如何引导学生学会在与文本对话，与同伴或对手对话从而培养对话意识，培养阅读能力，学会阅读；引导学生学会与文化对话，与自我对话，与生命对话从而学会思考与感悟，提高学生的语文素养。
也就是说现代语文阅读教学的本质内涵就是对话，是学生、教师、文本、作者、资料书编者之间多视界融合的动态过程；在现代语文阅读教学要秉承对话精神走进文本，实现精神的沟通、心灵的碰撞、思维的创新、人格的完善。
2 探索走进文本的策略，在语文阅读教学中实践对话理念
长期以来，语文课堂的高度集权使学生无法获取主体地位，另外粤方言区学生的语感相对北方和江浙学生要弱一点，课堂教学产生了不愿表达思想，缺乏问题意识的被动局面。并且随着初中学生自我形象意识的增强，初二、初三的语文阅读课更是形成了简单的问题不屑于说，深奥复杂的问题不知从何说的局面。
以往，传统的阅读教学突出表现就是学生主动“说”的缺失，而这种主动“说”的缺失是对语文阅读教学本质的背离，是学生自主参与建构认知过程的缺失。我们该如何走进文本，在语文阅读教学中充分发挥学生的主动性和创造性？我们该如何走进文本，在语文阅读教学中实践对话理念？
2.1 走进文本，阅读教学中要巧妙把握话题，创设有优良交互性的对话情境
笔者借鉴了数学说错法，因为“说错”就是给学生一个优良的交互性的对话话题。笔者以“说错”教学法的尝试为 “突破口”，在深析教材后，从整体把握出发，在对文本的理解关键性地方，有意设置错误，并把它展示出来，树靶子，创设特殊对话情境。
在《石壕吏》的阅读教学中，为了帮助同学们理解叙事性诗歌的情节，把握作者的情感，精心设计了一段错误的理解，用以激活学生的思维。内容如下：
“傍晚，我投宿到一个叫石壕的小村，这村里土地废置，人丁稀少。这时，当地差吏到各户征兵，老翁越过墙，走了。老妇出门周旋，老妇人悲苦辛酸地一口气讲了自己儿子们为国捐躯，家里现在极度困窘的现况，差吏们洗耳恭听，深表同情。第二天，我向那个老妇辞行离开了。”
学生展开讨论，阐明自己的观点及如下理由：
生：“这时”这个时间不对，应该是“夜深人静时”，“有吏夜捉人”就能证明。
生：战争给人民带来极大灾难，战场上九死一生，兵源枯竭了。所以得夜深人静时去捉丁。
生：“征兵”这个词太美化差吏。他们很凶狠，应该用原文的词“捉人”。表达杜甫的批评之意。
生：“走”在古代汉语里是跑的意思，所以老翁是越过墙，逃跑了。老翁的年龄应该是很大了，还能作出那么快的反应，可见差吏是经常来抓人的。
生：差吏们凶狠、残暴，欺压百姓，不是“友好的”。“吏呼一何怒，妇啼一何苦”。可见差吏的蛮横。
生：“老妇一口气说完，差吏们洗耳恭听”这一句是错误的。老妇人的话是差吏逼迫出来的。
生：后来，老妇被差吏抓走了，天明时，诗人是“独与老翁别”。
这样的讨论主要选择有价值的，易发展的话题作为对话的主题。经过探讨，诗歌的境界全出。一改“要我说”的尴尬局面，有了 “我要说”的诉求。
最重要的是，以“说错”教学法为课堂对话，创设宽容的对话环境，让学生消除设防的警戒状态，解放了学生的思想。激发了学生的表现欲，在很大程度上“解放”了学生的嘴，使学生获得了成功，感受到阅读的乐趣，喜欢阅读。因为阅读中积极健康的情感、态度和正确的价值观导向，是阅读目标中第一个要关注的。“兴趣是最好的老师”，对阅读有兴趣，就为学生持续阅读和阅读能力提供了内因条件。这展现了对话教学理论所构想的新型教学形态和教学沟通方式。
2.2 走进文本，语文阅读教学中要重视学生的独特感受和体验
马丁·布伯怀着宗教家的情愫把“对话”看作是人与人的相遇，是精神的相互契合：“我与你的对话不仅是言语上的你来我往，而是寓于‘生活深处’的具体体验。”《语文课程标准》第四学段的阅读要求学生“欣赏文学作品，有自己的情感体验，初步领悟作品的内涵，从中获得对自然、社会、人生的有益启示。对作品中感人的情境和形象，能说出自己的体验。” 每个学生的生活经验和个性气质都不同，要鼓励学生对阅读内容作出有个性的反应。
例如在李森祥小说《台阶》的阅读教学中，师生开放延伸，及时捕捉，随机获取预先没有估计到的话题，展开讨论 ：父亲形象的意蕴寄予了作者怎样的思想感情？你怎样看待父亲这样的农民？
生：父亲是一个非常要强的农民，他有志气，不甘人后，他要自立于受人尊重的行列，他有长远的生活目标，他有愚公移山的艰苦创业的精神和坚韧不拔的毅力。小说固然讴歌了父亲的精神，但是更有一种凄楚、辛酸的情感笼罩全篇。
生：父亲是一个老实厚道的农民，他用诚实的劳动兴家立业，不怕千辛万苦。同时，父亲身上有着中国传统农民所特有的谦卑，血管里有民族特质中拼命硬干的精神。我对父亲的优秀品质表示敬仰和赞叹；对中国传统农民所特有的谦卑表示同情怜悯。
生：从凄楚、辛酸中走来的父辈，靠自己诚实的劳动要盖好舒适的房子，获得尊重，却付出毕生的代价，收获微薄的希望。我们敬重他，也怜悯他。这是父亲的悲剧，更是农民的悲剧。
生：农民血管中流淌着的那份坚韧不拔、拼命硬干的生命因子，恰是我们未来事业辉煌的砥柱。我从心底祈愿，劳苦的父辈们能尽享这份收获和喜悦，感谢父亲！
生：从生产力发展水平的角度看，父亲创业之所以如此艰难，根源在于生产力水平低下，农村经济极端落后。亿万农民的希望在于先进的生产力，以此迅速改变农村落后面貌。
教师重视学生的独特感受和体验，运用高水平的教学心智合理调控，巧妙的设计深入浅出。或发散、或集中、或导向、或追问，学生把握住感兴趣的话题，展开自由辩论，各抒己见，不同的观点相互碰撞，产生了精彩得出乎意料的心灵之间对话。正像萨特说过的：“阅读是一种被引导的创造。”这样的对话引导学生关注生活，关注弱者，学会爱；关注农民，关注国情，培养社会责任感。这样的对话融合了自己独特感受和体验，积极主动地发现、建构意义，甚至创造了文本的意义。
在阅读教学探索实践中，师生与生生之间新的教学对话关系形成了，文本的意义、学习策略和思想方法都是在学生的阅读对话过程中自行发现、自行建构起来的。
2.3 走进文本，阅读教学中要激发创意阅读，实现心灵对话
语文阅读教学本质就是教师人格精神与学生的人格精神在教育情景中的相遇。对话教学就是要追求人性化的教学，它从人性出发，沿着人性的道路，走向人性。因此，对话不仅仅是一种教学的艺术，更是一种教学精神。对话不是一般意义上的交谈，而是意味着对话双方愿意彼此敞开心灵，并随时接纳对方的心灵。
我们的诗歌阅读教学《过故人庄》引导学生与诗人相遇，和诗人同行，与诗人对话。学生黄家骏这样写道：
“哦，诗人，你来了；你来到了这里，一个坐落平野而又遥接青山的村子，一个有着小小院落的普通农家。远处，隐约的青山斜立在城郭之外；近处，秀美的绿树环绕在村子的四周；还有那田野、溪水、野花、菜地，都尽收在你的眼底。
是那村居的朋友邀你的吧！你带着喜悦，来到这让人陶醉的地方。朋友又是杀鸡，又是煮饭。有着深厚情谊的远方客人应约而来，他怎能不忙得喜气洋洋？
阳光和煦，清风徐来，窗子打开，谷场和菜圃扑入眼帘。你们举杯畅饮了。
又如谢静仪同学读李煜的《相见欢》所写的：“身影孤单，将哀愁、悲伤、痛苦、悔恨强压在心底，只身登楼。步履滞重，神情凝重，李煜，你内心深处隐喻了多少不能倾诉的孤寂与凄婉啊！仰望天空，天籁一片，缺月如钩。多少遐想、多少回忆？那如钩的残月经历了无数次的阴晴圆缺，见证了人世间多少悲欢离合？俯视庭院，茂密的梧桐叶已被秋风扫荡殆尽，只剩下光秃秃的树干和几片残叶，怎能不“寂寞”情生。然而“寂寞”的又何止是梧桐？凄惨秋色，高墙深院“锁”住的又何止是这满院秋色？落魄的人，孤寂的心，思乡的情，亡国的恨，都被这高墙深院禁锢起来，此景此情怎一个愁字了得。
丝长可以剪断，丝乱可以整理，而那千丝万缕的“离愁”却是“剪不断，理还乱”。阅历了人间冷暖、世态炎凉，经受了国破家亡的痛苦折磨，备受屈辱，遍历愁苦，淤积的思、苦、悔、恨……全都涌出撕咬你滴血的心灵，婉转无奈，无可解脱。
李煜，饮了七夕的那杯酒后，你解脱了吗？唉！“国家不幸诗家幸，话到沧桑语始工。”
