摘 要：根据调查数据显示，阅读能力的高下与语言智能的高低有着直接的关系。中学生阅读能力低下直接影响其语言智能的提高，而语言智能低下又阻碍其阅读能力的提高。本文通过对《普通高中语文课程标准（实验）》、比较阅读理论和多元智能理论的分析、综合、联系，针对中学生语言智能低下的问题，提出运用比较阅读原理进行阅读教学改革的策略，从而提高中学生的语言智能。在比较阅读中提高中学生的言语思维能力、语言感悟和语言表达能力、欣赏语言深层内涵的能力，这也是目前中学语文教改的重要任务。
本文提倡在比较阅读中，通过理清文章思路，学习大师运用言语思维和结构文章的高超技艺，以课本和世事互为文本，从而提高言语思维能力。通过将名家原文与改文放在一起进行阅读比较，体会不同流派作家的创作风格，感受作品中的人物形象，从而提高语言感悟能力。通过比较探讨人物丰富的内心世界，深刻理解作者的创作意图和作品的精神内核，深入比较人物悲剧命运，寻找社会文化根源，从而提高学生欣赏语言深层内涵的能力。鼓励学生自主探索，在不断的建构与表述中，在强化学生发现问题意识的过程中，在比较阅读分析解决问题的过程中，提高语言表达能力，最终培养学生的语文综合能力。本文结合具体案例进行阐述，试图在比较阅读中提高中学生语言智能方面进行一些切实可行的探索。
关键词：语言智能 比较阅读 对话交流 个性化阅读 网上阅读
Abstract ：According to research figures, there is direct link between reading ability and language intelligence. Therefore, the lowlihead of middle school students’ reading ability directly influences their improvement of their language ability, which may influence the improvement of reading ability itself in return. In this article, by careful analysis, summery and affiliation into THE STANDARD OF THE CHINESE COURSES OF GENERAL MIDDLE SCHOOL (ESPERIMENTAL), comparative reading theories and Multiple intelligences theories, aiming at the problem of students’ low language ability, strategies on reforming the teaching of reading courses by making use of comparative reading theory are provided, so as to further improve middle school students’ reading ability. Raising students’ language and thinking ability, their language sensation, oral expression ability and language essence appreciation ability by comparative reading, is also one of the most important tasks in the reform of Chinese courses in middle school.
The text is devoted to making students study the masters’ language thinking and skills by comparative reading in order to improve their language thinking ability. By reading the origin and the adapted passages of the well-known authors, students can understand the author’s creative style of different schools, sense the feeling of the characters. So they would be more sensitive to the meaning of the language. Comparing and exploring the richness of characters'' internal world, to get better comprehension of authors'' motive and the kernel of their spirit, make deep comparison of the characters'' tragic fate, and track the social and cultural root. Thus, the students'' ability of appreciating the connotation of words in depth could be enhanced. Encourage the students to explore independently, with continuous construction and expression, and in the process of strengthening the students’ consciousness to discover problems, in the process of comparative reading , analyzing and solving problems , to improve the ability of expression. Ultimately train the students’ Chinese comprehensive ability. This article will set forth with specific cases, in attempt to make some practical exploration into the field of upbringing middle school students’ language skills and intelligence.
Key Words: language intelligence comparative reading conversation and communication individualized reading internet reading
绪 论
提高中学生语言智能是中学语文教学的一个重要目标。中学生阅读能力低则直接影响其语言智能的提高。
“语言智能”是指用言语思维、用语言表达和欣赏语言深层内涵的能力。 “语言智能”是美国哈佛大学的霍华德•加德纳教授在《 多元智能》提出的8种智能中的一种。加德纳教授在《多元智能》一书中认为：语言智能历来是人类社会不可或缺的一种“人类智力的卓越范例”。本文最近对广州市367名高中生和197名初中生进行问卷调查的数据显示，有61.93%的初中生和41.1%的高中生感到语文阅读最困难。本文又对广州市479名高中生进行阅读测试调查。调查数据显示：学生言语思维能力的得分率为27.73%，语言感悟能力的得分率为46.50%，欣赏语言深层内涵能力的得分率为38.89%。可见，中学生阅读能力的高低直接与其言语思维能力、语言感悟与表达能力、欣赏语言深层内涵能力有密切关系。也就是说，中学生阅读能力低直接影响其语言智能的提高，而语言智能低下又阻碍其阅读能力的提高。
