三重理解论:阅读教学过程本质探析

Triple Comprehension Theory:Analysis of the Essence of Reading Teaching

阅读教学深入发展需要对阅读以及阅读的教学本质展开深入追问。阅读是一个文本、读者和情境相互作用的解释学循环过程,阅读理解的本质是意义的“个性化同构”,它既强调阅读理解的个性化,又可以确保文本的原初意义与核心结构不被扭曲。个性化同构与教学“交往共识观”有着内在的精神契合,二者共同界定了阅读教学的本质:阅读教学是以意义生成为目的,教师和学生基于文本在互动对话中展开“个性化同构”,进而获得共识性理解的集体建构过程。基于这一理解,在阅读教学中师生需要经历三重理解循环,分别是师生个体性的理解、师生交互性的理解和师生、生生之间集体建构走向共识性理解。三重循环层层递进,让师生深度参与到阅读过程之中,在阅读中学会阅读,在阅读中生成素养、充盈生命。

The in-depth development of reading teaching necessitates a profound exploration into the essence of reading and reading teaching.Reading is a hermeneutic cycle involving the mutual engagement of text,reader and context.The essence of reading comprehension is personalized isomorphism of meaning.It emphasizes the personalization of reading comprehension and restore the original meaning and core structure of the text.There is intrinsic spiritual resonance between personalized isomorphism and communicative consensus view in teaching.They define the essence of reading teaching:reading teaching is a collective construction process in which teachers and students engage in personalized isomorphism in interactive dialogue based on text,so as to achieve a shared understanding.Based on this understanding,teachers and students need to undergo triple understanding cycle in reading teaching,including individual understanding,interactive understanding,and the shared understanding between teachers and students and student and students.This cycle allows teachers and students to deeply engage in reading and make them learn to read,cultivate competency and enrich their lives through reading.