靠“自己的力”内化文本特质的促成机制

Facilitating Mechanism of Internalizing Text Idiosyncrasy by One's Own Competence

在语文文本特质教学中,学生能否用好、用足"自己的力",决定着特质内化能否顺利达成。教师应建立有效的促成机制:建立导向机制,引导学生剥离与辨识文本特质;建立类比机制,帮助学生解读并认同文本特质;建立切入机制,实现文本特质的简单迁移与运用;建立驱动机制,促进复杂文本特质的解构与创生;建立检修机制,促进学生对文本特质的自觉运用与反思。提升学生的"隐性学力",是语文教师的重要职责。

In the teaching of Chinese text idiosyncrasy, whether students can make full and reasonable use of their competence decides on the success of idiosyncratic internalization. The following mechanisms should be established by teachers: establishing guidance to help students separate and diff erentiate text idiosyncrasy;establishing analogy to help them interpret and identify with text idiosyncrasy;establishing the entry mechanism to realize the simple transferring and application;establishing propelling mechanism to promote its deconstruction and creation;and establishing overhauling mechanism to expedite their conscious application and refl ection. In addition, teachers should undertake the main task of improving students’“implicit aptitude”.