厘清多重身份 层层解读文本——从《次北固山下》看诗歌教学的“师本对话”

Clarify Multiple Identities and Interpret the Text by Layers——A Case Study of“Teacher-Based Dialogue”Approach in Poetry Teaching based on A Mooring Under the North Fort Hill

“师本对话”是阅读教学整个对话场域得以维持的基础与前提,语文教师作为诗歌教学的主导者,在“师本对话”的过程中不宜过早地用“语文教师”这一身份禁锢自己,而应逐层进行文本解读——首先,作为普通阅读者,从感性层面读出课文文本的真实味道,在独立阅读中寻得“感发点”;在此基础上,从文艺研究者的角度进行理性层面的阅读,在把握文本原生价值的同时挖掘“关键点”;最后,作为教育研究者,还应结合学生的学习规律及阅读过程,思考课文的教学功能与教学要点,将课文文本的原生价值转化生成为教学价值,精心设计“教学点”。

“Teacher-based dialogue”approach is the basis and prerequisite for the field of dialogue in the teaching of reading comprehension.As facilitators in poetry teaching,teachers should not confine themselves to the identity of“language teachers”in the process of“teacher-based dialogue”.Instead,they should interpret the text by layers.First,as ordinary readers,they should dig the true emotions of the text from the perceptual level and find the“emotional triggers”in independent reading.On this basis,as researchers on literature,they should read from a rational perspective and grasp the original value of the text and excavate the“key points”.Finally,as researchers on education,they should think about the teaching function and teaching points of the text according to students learning rules and reading process,transform the original value of the text into teaching value,and carefully design the“teaching points”.