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1.
语文文学启蒙活动的对话既有一般教学活动中的对话,如师生对话、生生对话,又有文学活动的特殊对话,包括文本自身内部的对话、文本之间的对话(文本间性)、文本与教师的对话、文本与学生的对话等.教学主体与文本的对话是文学阅读、鉴赏得以最终形成的关键.教育者必须研究这种特殊对话,在教学活动中正确、恰当地利用它. 相似文献
2.
Jia Wei Lim 《Literacy》2020,54(3):91-98
This article is based on the premise that mandated reading in literature classrooms may be perceived as an imposition and disliked by students. Attempts to address that scenario have suggested that text selection should be given more consideration to promote reading engagement, particularly by choosing texts which are familiar to the lifeworlds of students. Aside from ideas of familiarity and student preferences in reading, this article argues that text selection could also take into account text potentialities, as proposed by Louise Rosenblatt, from which three aspects are discernible; potentiality for participation, potentiality for a sustained reading experience, and potentiality for an enjoyable reading experience. These aspects of potentiality are illustrated and discussed through the literature classroom experiences of two Malaysian pre‐university English literature students. This article contends that ideas of text potentiality help us interpret students' responses to mandated texts and informs discussion among curriculum constructors and teachers about text selection in the literature classroom. 相似文献
3.
Adopting a critical literacy perspective in teaching is about how experiences, social contexts, languages, learning and power relations interact in language development. In this article, we explore how students’ critical literacies are enhanced and hindered by emotional power relations in the classroom. We investigate what happens when emotionally charged texts – here texts about wolves in Sweden – are used in lower secondary schools. Drawing on two examples we illustrate different ways of enhancing students’ critical approach to the argumentative text type. The article highlights the affective aspects of teaching, and thus the unforeseeable aspects of classroom interaction. Emotionally, the wolf issue became very different objects for the persons occupying the classrooms. It invoked, e.g. homosocial relations, racist accounts and nationalistic outbursts. The article stresses the significance of teacher intervention but argues that to facilitate critical literacy in emotionally charged classrooms, the circulation of emotions, including teachers’ emotions must be brought to light. 相似文献
4.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
5.
Nuraihan Mat Daud Zamnah Husin 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):477-487
One of the skills that can be taught in an English proficiency class that adopts literary texts for teaching the language is critical thinking. The background, characters and their motives are among those that invite critical inquiry and interpretation. Although it has been claimed that discussing literary texts in the traditional way can help develop students’ critical thinking skills, it is yet to be proved whether the use of a teaching aid can help the process. This study is, therefore, carried out to see if the use of computer software can help to develop such skills. It specifically looks at the potential of a literary text, Othello, and a concordancer in developing and enhancing critical thinking abilities of 40 English as a Second Language (ESL) students at the International Islamic University Malaysia. An experimental study was carried out, where an experimental group was exposed to text analysis using a concordancer whilst the control group analysed the text manually. The Cornell Critical Thinking Test was used to analyse the critical thinking ability of the students. The experimental group outperformed the control group in all the subscales measured, but the percentage of variance in the scores was low. 相似文献
6.
邹雯 《四川教育学院学报》2012,28(6):110-113
“知人论世”是高中语文文学类文本解读的传统方法,基于社会一历史视域的解读,“知人论世”有其合理性与历史意义。但在现行教学实践中存在种种弊端。加之课程与教学语境下“文本细读”的提倡与实践,更有利于完成“学生、教师、教科书编者、文本之间的多重对话”。因此,以“知人论世”为切入点,在继承“文本细读”重视文本、语言价值的基础上,提出“循着文本的层次突围”的解读方法,旨在达到丰富文本内涵、指向学生个体阅读的目的。 相似文献
7.
D. Ray Reutzel Cindy D. Jones Sarah K. Clark Tamara Kumar 《The Journal of educational research》2016,109(1):81-98
There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending informational texts. The authors report the development of the Informational Text Structure Survey (ITS2). Prior to training, primary grade teachers demonstrated low accuracy and reliability in identifying traditional expository text structures in well-structured children's grade level–appropriate informational texts. Results after training with the ITS2 instrument showed significant improvements in the teachers’ accuracy and reliability in identifying traditional informational text structures in well-structured children's grade level–appropriate informational texts after training with the ITS2 instrument. 相似文献
8.
This article shows that an awareness of students' use of their own experiences and a consistent promotion of critical literacy skills throughout a child's, adolescent's, and adult's life strengthens awareness of the social, political, economic, and cultural implications of education. The article expands on John Dewey's (1938) theory of experience as the means and goal of education to show that middle school and college graduate students use their different levels of both personal and academic experience to respond to and interpret similar issues in the same text. Specifically, the authors discuss their use of Roald Dahl's (1983) The Witches to show how teachers might approach a children's book as the backdrop for teaching different age groups an increased awareness of gender issues, the effects of stereotyping, and the influence of popular culture on students' lives. They argue that educators need to use creative teaching strategies to provide opportunities for students at all educational levels to expand their literacy skills. The final section of the paper provides possible ways in which teachers can use literary texts at various levels to engage students not only with the material itself but also connect the text with their personal/ professional experiences and their own literacies. 相似文献
9.
《语文义务教育课程标准》明确指出:"阅读教学是学生、教师、文本之间对话的过程。"这是一个多重对话过程,是读者与文本的主体间对话的过程,是教师与学生、学生与学生对话的过程,是学生自我对话的过程。本文试图在阅读教学中,寻求出处理好这些对话关系的方法和途径,以推进阅读教学高效展开,提升学生的阅读能力,提高学生的语文素养。 相似文献
10.
Hild Elisabeth Hoff 《Scandinavian Journal of Educational Research》2019,63(3):443-464
The work presented here is a qualitative study of socio-cultural approaches to literary texts in a selection of upper secondary English as a Foreign Language (EFL) classrooms in Norway. The article explores opportunities and challenges related to the fostering of competent “intercultural readers” in foreign language (FL) educational contexts by examining how notions of interculturality are implicated in the teaching materials and classroom discourse. The analysis indicates that the examined text interpretation processes rely on a complex interplay between literary texts, tasks and classroom participants in such respect. Two particular strands of the analysis, pertaining to how issues of intertextuality and the emotional dimension of literary reading play a role in the data, are highlighted. The article concludes by discussing the didactic implications of findings. 相似文献
11.
统编版小学语文教材在设计方面考虑到了小学生的发展需求,在编排上包括许多故事文本,课文内容丰富有趣,能调动学生的阅读动机,是语文教学中的重中之重。鉴于此,小学语文教师要科学应用教学策略,积极挖掘故事类文本的内涵,培养小学生的语文核心素养,从而提升语文课堂教学的实效性。本文就统编教材小学语文故事类文本的教学策略展开具体分析,旨在促进小学生的全面发展。 相似文献
12.
This review maps and critically evaluates 36 empirical studies from English language teaching (ELT), focusing on the role of texts and activities in intercultural learning. The rationale for this review is the call for theoretically-based recommendations for English language (EL) teachers and researchers on the selection of texts and the design of activities for intercultural learning. It draws on principles from Critical Interpretive Synthesis (CIS), and the studies were gathered from systematic searches of databases, supplemented by manual searches of relevant journals. The results show that fiction texts are more widely used and more strongly rationalized for use than nonfiction texts. There is also a strong focus on dialogic and student-centred activities, and less focus on experiential teaching. It argues that an awareness of the affordances of different text types can assist teachers in mediating EL students’ intercultural learning and recommends a greater variety of research and teaching approaches to identify intercultural learning processes. Furthermore, the review calls for more research on intercultural learning in primary and secondary ELT. 相似文献
13.
群文阅读中培养学生的综合能力 总被引：1，自引：0，他引：1
初中语文教学当中,加强群文阅读,培养学生的综合能力,是语文教学的根本任务之一。通过群文阅读,学生可提高自身的思想认识,有利于世界观、人生观、价值观的形成。加强语文阅读,可以扩大学生的基础知识,开阔学生的眼界,有利于提高他们的阅读能力,更有利于提高学生的写作能力。日常教学当中,教师应有计划、有目的地安排学生进行群文阅读,让学生在群文阅读时做好读书笔记,培养学生良好的读书习惯、学习习惯、日常行为习惯,从而提高他们的综合能力。 相似文献
14.
童庆炳 《安徽师范大学学报(人文社会科学版)》2012,40(3):265-270
当前中国语言文学专业教学存在的问题,是过分注重"概论"、"通史"的教学,而不重视经典原著(理论作品、语言学作品、文学作品),特别是古代经典原著的阅读与教学。教学改革的方向应该是回归经典文本的教与学。这样则能摆脱目前的教学困境,使教师愿意讲,学生喜欢学,既可拓展教师的研究视域,亦可开阔学生的学习视野,从而让学生真正学有所得,嚼出"原典"的滋味来。经典常常是意识形态的凝结,"回归经典"为旨趣的教学改革,就不能不从我们今天时代的需要出发,对经典进行必要的选择。 相似文献
15.
Emilia Luukka 《Scandinavian Journal of Educational Research》2019,63(2):198-213
Although the number of studies on literature in language education has increased in the past two decades, the subject is still in need of empirical research. This case study examines literary texts, their selection, frequency, and functions in Finnish general upper-secondary English as a Foreign Language (EFL) education. The data was collected from 21 Finnish EFL teachers using a survey, and the content was thematically analyzed. In these contexts, literary texts had a marginal role. The texts were mostly twentieth-century poetry and novels. Selections by teachers were primarily based on the texts. Often students chose texts independently. Literature was mainly used to teach language, particularly reading skills, and secondarily as content. In light of EFL teaching, the results suggest a need for a conceptual expansion of literature, the wider use of literary texts with visual components, and the use of literary texts for developing students’ intercultural competence. 相似文献
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17.
Mariana Souto-Manning Detra Price-Dennis 《Journal of Early Childhood Teacher Education》2013,34(4):304-321
Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms. 相似文献
18.
ABSTRACTThis article emerges out of my autobiography as an English language educator and the conversations that I had with three other English teachers in universities in Padang, Indonesia. These conversations formed the core of my doctoral thesis, in which I used Benedict Anderson and Edward Said to theorise our situation as English educators working in a postcolonial policy setting. Our conversations reflected our efforts to account for the tensions and contradictions that we have experienced (and continue to experience) in learning and teaching English in Indonesia. For all the differences between our pedagogies, our teaching practices highlight our efforts to subvert and turn our traditional classroom and monologues into a contact zone where our students willingly engage in dialogue with the text they read – constructing identities that are personally meaningful to them. 相似文献
19.
Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world. 相似文献
20.
黄凯 《课程.教材.教法》2021,41(4):88-92
在小学语文教材的文图系统中,插图是与文字互相配合的第一语言,是培养学生语文核心素养的重要载体。在文本、读者(师生)、编者、画家生成的对话空间中,可以从氛围渲染、文本表现、文图配合三个方面展开对插图叙事的考量。聚焦小学低年级课文,例谈统编小学语文教科书插图的叙事优缺点,并从图文叙事入手,介绍单幅图、多幅图、图文教学的策略,有助于为教材插图的设计和利用提供思路。 相似文献