In layman's terms, it is directly facing the text. The practical course of Chinese text interpretation says: we should "forget" or "pause" reading knowledge, skills and experience as much as possible, embrace and face the text with all our senses, truly touch every word and sentence of the text, get the original information presented by the text, and cherish the first feeling that the original information brings to readers. The teacher told us: face the text, read slowly, stare at one word at a time, don't be greedy, don't be quick, and "study hard and stare at the words you read", and always keep a high degree of sensitivity and vigilance, just like Lin Daiyu entered Jia's house. Only when you are sensitive and alert can you do what others have never seen or done.
Strategy 2: Based on asana
Mr. Wang Rongsheng advocates that the teaching content should be determined according to the style of the text. The so-called "style" is a genre in popular terms. In the Chinese textbooks for primary schools, the following styles appear: fairy tales, fables, nursery rhymes, ancient poems, children's poems, stories, narratives, expository texts, intermittent texts, argumentative essays, etc. Interpretation can be cut in from three aspects.
First, the stylistic content. Every gesture has its own specific content. Poetry is lyrical with embellished images, prose is lyrical with scenes and events, and novels take care of society with complete stories. Poetry is about a moment's emotion, prose is the feeling and sentiment of life fragments, and the novel expresses a kind of lodging through a complete story.
Second, stylistic thinking. Each posture has different thinking characteristics. Fiction and accommodation of novels, authenticity of prose, association, imagination and variation of poetry. When we interpret the text, we can follow different ways of thinking for in-depth thinking and interpretation.
Third, style and form. Different styles have different styles in structure, language and techniques. For example, poetry has strong emotions and pays attention to the scrutiny of words; Presentation of artistic conception in prose; The narrative of events in the novel pays attention to the portrayal of characters.
When interpreting the text, we should not only pay attention to the stylistic features, but also find the "this one" of the text.
Strategy 3: Grasp the structure
Grasping structure is an important strategy for text comprehension. Generally speaking, discourse structure involves three levels: the first level is the surface structure. Generally speaking, it refers to the clue and context, level and paragraph, transition and reference of the text. The second level is the deep structure. Often involves the way of thinking behind the language, literary motif, myth prototype. For example, the structure of Prometheus is: a dilemma-a challenge to the dilemma-a solution to the dilemma. The third level is the transcendental structure. It belongs to the metaphysical level of the text and is more abstract than the deep organization, including aesthetics, religion and belief, which is the highest level of the text. (I don't quite understand the third level)
Strategy 4: Analyze contradictions
Analyzing contradictions is the most basic, important and core strategy for text interpretation. Mr. Chen Sihe said in "Fifteen Lectures on China's Contemporary Masterpieces": "Close reading of texts is a kind of ability, which can help you get to the hidden essence of works through words or literary images when reading literary masterpieces." How can we achieve the "hidden essence of works"? Mr Sun Shaozhen said, "If you want to understand art, you can't passively accept it and restore it. If there is a contradiction, you can enter the analysis and take the initiative. " This passage is summed up in one term: analyzing contradictions. Analyzing contradictions is to grasp the two sides of contradiction, opposition and unity. When reading a text, you should learn to refine, compare and restore contradictions. For example, the contradiction between reality and illusion in The Little Match Girl.
Strategy 5: situation restoration?
The process of text interpretation is to restore the context, further explore the meaning and construct the reader's own understanding. Context can generally be divided into three levels: context, situational context and social historical and cultural context. When reading the text from the micro level, we should pay attention to the specific meaning of keywords in the context, that is, the information value; From the perspective of situational context, it is necessary to convey the communicative value of the text, such as the background of the times, the author's intention and creative motivation, that is, "knowing people and discussing the world". From the perspective of social history and culture, we should pay attention to the cognitive value brought by the living conditions, social economy and historical and cultural conditions reflected in the text.
Strategy 6: polish the language
Mr. Zhang Zhigong said: "Chinese class is to lead students to walk back and forth in the text." Starting from language, to thoughts and feelings, and then back to language, this is a round trip. For example, the little painter in the snow, why not "the dog paints plum blossoms and the chicken paints bamboo leaves?" If you turn it upside down, you will find that this nursery rhyme doesn't rhyme. Polishing language is a process of continuous analysis, chewing and appreciation. When we read an article carefully, we should not only pay attention to the content, thoughts and emotions, but also pay attention to the language itself. Because different languages express different meanings, rhythms and spirits. Reading the text carefully means starting from the language and finally returning to the language. This process is a process of constantly polishing language, and it is also a process of constantly stirring poetry. Only by polishing the language can the unique function of Chinese really fall into our classroom.
Strategy 7: Cultural awareness
Cultural consciousness was first put forward by Mr Fei Xiaotong. He believes that the so-called cultural consciousness means that people living in a certain cultural and historical circle have self-knowledge of their own culture and have a full understanding of its development process and future. In other words, it is the self-awakening, self-reflection and self-creation of culture. For example, when we study the Chinese classical music Boya Guqin, we can start from the perspective of cultural awareness. In addition to understanding this story, we should also understand the bosom friend culture. Pupils learn classical Chinese not because of practicality, but because of culture. Classical Chinese teaching in primary schools should be devoted to cultural self-awakening, self-reflection and self-creation.
Strategy 8: Observe yourself.
Cut yourself off is suitable for you. You should practice yourself closely and be close to your reality. "Observation" means in-depth experience, understanding and feeling. "self-observation" is to establish a connection between the text and the reader's experience. Readers can creatively "fill" and imagine the text through their own life experience and reading accumulation, deepen their understanding of the text, and thus realize the value of the text. "Observing yourself" is not only to acquire knowledge and understand the truth, but more importantly, to truly implement the experience of reading into the promotion of one's own actions and ideological realm, and to turn knowledge into ability.
Strategy 9: Intertextual Reference
The so-called intertextual reference means that we can refer to the articles we are currently reading and the texts that have been read and are related to the original text, and get inspiration from associative comparison. The ultimate value orientation of intertextual reading is to promote the understanding of the original text, so we should find the balance between intertextual text content and emotional expression in the process of operation, which can be theme, prototype, structure, articles of the same author, characters and so on. For example, teaching "Land of Young Runners" can be brought into "Land of Middle-aged Runners" in "Hometown", which can enrich the characters, know the author from multiple angles, perceive the author's writing purpose, and awaken people who are increasingly numb with their souls!
Strategy 10: Regression process
Returning to the course is to interpret the text as a five-party meeting. Around the text, teachers, students, editors and authors interfere with each other and restrict each other. The five parties in the talks play different roles in text interpretation.
The text determines the background color of the teaching content. Chinese teaching content can be divided into core circle, radiation circle and peripheral circle. The teaching content of the inner circle is the most valuable China factor in the text; The teaching content of radiation circle is a multilingual element with text as the carrier; The teaching content of the outer circle is created by the teacher personally. But it has a certain connection with the teaching materials. The complete teaching content should be composed of core circle, radiation circle and peripheral circle.
The author is the background of the teaching content. The time environment, creative background, life experience and personality characteristics of the author. It may become a frame of reference for us to choose the language factors of the text and judge the language value.
Students decide the recent development areas of teaching content. Learning situation is the logical starting point of teaching content, students' cognitive potential is the logical end point of teaching content, and between the starting point and the end point is the effective interval of teaching-the nearest development zone.
Editors provide the course basis for the teaching content. Why did you choose this article? What task does this text undertake in this unit? The considerations behind all reflect the editor's curriculum ideas and intentions.
Teachers naturally play the role of creators of teaching content. It is the teacher who can sum up the above four aspects and create appropriate teaching content. The soul of the five-party talks is the teacher.