摘要:对新课程标准理念下的语文阅读教学的反思与展望,是广大的一线教师始终关注的问题。担负着学习之母、教育之本重任的阅读教学,作为一个动态开放的系统行为,应立足教育的本质,从网络系统的角度给以整体的观照,任何脱离背景、无视关联、抹杀关系的思维方式,都不能使它摆脱高耗低效的现实困境,走向人性化、和谐化的新境界。
新课标下语文阅读教学的生态化建设,针对目前阅读教学不尽人意的现状,从生态的视角,把阅读教学看作是一个动态开放的生态系统,把学生、教师、文本、阅读环境看作是既各自独立又相互关联的生态因子,通过调整各生态因子之间多元复杂的关系,力图获得主体因素——师生生命整体而独特、自由而充分的发展。它以平衡与和谐作为系统循环、生命发展的最高境界,追求教学因素之间相互依存的整体性、生长发展的建构性及自由创新的可持续发展性。
全文共分为三个部分:
第一部分:内涵与渊源——阅读教学生态化的概念和理论基础。这一部分先介绍了阅读教学生态化的基本概念和特征,然后阐述了它的理论基础。依据新课标“为立人而阅读,以阅读来立人”的宗旨,阅读教学的生态化,就是通过对教师、学生、文本、环境生态因子之间复杂多元关系的优化调控,使之达到一种稳定、有序、合理的发展状态,从而实现人本、文本、与生活之本的统一,促进主体因素——生命实体的可持续性发展。阅读教学在其生态化导向下呈现出三个外显性特征:多元开放性、动态生成性和可持续发展性。它以生态学世界观、巴赫金的对话理论和建构主义学习观为理论基础。
第二部分:缺失与追寻——阅读教学生态化的意义思索。这一部分从阅读主体、教学设计、教学过程等方面了展现了阅读教学目前所处的困境,分析了危机产生的根源。与此相适应,生态化的阅读教学要求转变思维方式,以关注生命为基点,赋予师生文本前平等的对话权;尊重个性、珍视创新;在动态发展、相互建构的主体关系中体现其人文一体、人格培植的教学目的。
第三部分:研发与优化——阅读教学生态化的实践构想。为使阅读教学达到生态化的理想境界,笔者从四个方面提出了相应的实施策略:生态空间的保证;预设与生成的统一;生态情境的营造;课程资源的优化。
关键词:阅读教学 生态化 生态人格 实践构想
Abstract :The introspect and outlook to the Chinese language reading teaching under the principle of new course standard, is the problem to which the vast numbers of teachers always pay attention. Reading teaching that is charged with the important tasks of “mother of study and foundation of education”, as a dynamic and open system behavior, should base itself on the nature of education, see it as a whole from the angle of network system. Any mode of thinking divorced from background, ignoring mutual connection and obligating interrelation, cannot extricate itself from the realistic predicament, and cannot advance towards a humanized and harmonized new state.
The ecological construction of the Chinese language reading teaching under the new course principle, in view of the current situation that reading teaching is not completely satisfactory, from the ecological visual angle, regards reading teaching as a dynamic and open ecosystem, sees the students, the teacher, reading content and environment as independent respectively but connected mutually ecological factors, by adjusting the polyphonic and complicated relationship between the ecological factors, try to obtain entire and unique, free and full development of the main factor------the life of the teacher and the students. It looks on balance and harmony as the highest state of the system’s circulation and the life’s development, and it pursues the coexisting integrity, the developing construction and the free, creative, sustained development between the teaching factors.
The whole article is divided into three parts:
PartⅠ: Connotation and origin------ the concept and theoretical foundation of the ecological reading teaching. This part first introduces the fundamental connotation of the ecological reading teaching, then expounds its character and theoretical foundation. According to the principle of “reading for fostering people, reading by fostering people” under the new course standard, ecological reading teaching emphasizes to build a healthy and developing ecological space, establishes a harmonious and close ecological circumstances. On the basis of the peculiar law of reading teaching, ecological reading teaching tries to create an ecosystem mode that can make the life entity grow and develop naturally and harmoniously, and tries to improve the quality of life, thus letting reading return to plainness. In order to establish aesthetic relationship, this part analyzes concretely the three notable characters appearing in the guidance of ecological reading teaching: diversely opened the dynamically produced and continuously developed. And its theoretical foundation is the world outlook of ecology, Bakhtin’s theory about dialogue and the idealism study view.
Part Ⅱ: Defect and pursue------pondering about the meanings of biological reading teaching. This part unfolds the present predicament of reading teaching from the aspects of main reading body, reading environment, and teaching process etc, and analyzes the origin of the crisis.
In corresponding to this, biological reading teaching should transfer the mode of teaching, take attentions to life as the basic point, give equal rights to dialogue to the teacher and the students in reading; respect individuality and treasure innovation; and embody the teaching purpose to make humanity and text as a whole and to forester character in the relationship of dynamic development and mutual construction.
Part Ⅲ: Research, exploitation and optimization----- practice ideas about ecological reading teaching. In order to make ecological reading teaching reach the ideal state, I put forward the corresponding implement strategies from four aspects: the assurance of ecosystem space; the construction of ecosystem circumstances; the optimization of course resource.
Key words: ecosystem reading teaching ecological ecological character practice ideas Classification number: G633.33
前 言
自2003年国家教育部制订的《普通高中课程标准》(以下简称新课标)正式颁布实施以来,新语文课程改革已由理念的思考转入实践的探索,从以教材知识为中心到强调教师、学生、内容、环境四因素的整合,从对知识习得的关注到追求三维目标的融合,语文新课程标准的理念使传统意义下的阅读教学遭到了强有力的挑战,而作为语文教学重中之重的阅读教学,如何改变目前现状,达到新课标的要求?这是广大的语文教师和语文研究员最为关注的问题。
新课标从学生的全面发展和可持续发展的角度,以“立人”为本提出了阅读鉴赏的总要求:“在阅读与鉴赏活动中,不断充实精神生活,完善自我人格,提升人生境界,逐步加深对个人与国家,个人与社会、个人与自然关系的思考和认识。”与这一本质性理解直接相关,新课标特别指出:“阅读是搜集处理信息、认识世界、发展思维、获得审美体验的重要途径。阅读教学是学生、教师、教科书编者、文本之间的多重对话,是思想碰撞和心灵交流的动态过程。”这一阅读现代理念的建立,标志着全新的知识观、学习观的产生,它改变了传统的知识传授、技能习得的教学观念,明确支持了学习的对话本质、建构本质和参与本质,强调了阅读教学在学生的文化建构和人格建构中的意义。