适合的审美距离:儿童“近阅读”现象正视及应对策略

Suitable Aesthetic Distance: Problems with and Solutions to Children’s “Close Reading” Phenomenon

在审美活动中,主体与对象必须保持恰当的心理距离,才能完全获得审美享受。针对实际阅读教学中,学生往往与文本近距离接触,产生了遮蔽课文审美属性的“近阅读”现象,因而在教学中追求适合儿童阅读成长的审美距离具有重要意义。主要应对策略有:以审美为出发点,处理教师与文本、学生之间的关系;以学生为原点,确立学生与文本之间的距离;以复述为训练点,调整学生对于文本的审美距离。

In aesthetic activities,a proper psychological distance must be maintained between the subjects and the objects,and only in this way can we fully enjoy the aesthetics.In view of the“close reading”phenomenon in practical reading instruction,in which students tend to get close to texts,it is signifi cant to pursue the right aesthetic distance suitable for children’s reading growth.Main solutions are as follows:starting with aesthetics to deal with the relationships between teachers,texts and students,regarding students as the original points to establish the distance between students and texts,and using the retelling method as the point of training to adjust students’distance with texts.