王崧舟老师谈文本细读（Teacher Wang Songzhou talks about text reading）

1、王崧舟老师谈文本细读（Teacher Wang Songzhou talks about text reading）Teacher Wang Songzhou talks about text readingNovember 2009 12 Japan station visits: 153617 current online: 351 as the home page, join the collection home page registration loginUser login areaUser:Password:HomeGeneral situation of schoolScho

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3、l education and curriculum reformDiscussion on moral education and teachingMoral education and scientific research achievementsLife titbitsA messageTeacher Wang Songzhou talks about text readingAuthor: say goodbye to the network source: reproduced: teaching 110 zero distance with the famous teacher

4、activities Published time: 2007-10-13 12:14:32Teacher Wang Songzhou talks about text reading1. What is close reading? What is the connection and difference between text reading and text interpretation?Answer: the text source in twentieth Century in the western literary theory is an important genre o

5、f semantics, this genre semantic analysis method as the most basic literary criticism, the text is an important method for semantic interpretation of the text and the features. The interpretation of the text is a kind of do things carelessly formulation, in my opinion, in fact does not really exist

6、a universal and abstract text interpretation method. Text interpretation is always concrete and empirical, such as stylistic interpretation, sociological interpretation, cultural interpretation, reception aesthetics interpretation and so on. Text reading is a semantic interpretation, and its basic c

7、haracteristics are as follows: first, text centered. Text reading emphasizes that the text itself is a self-sufficient and independent existence, and Brooks advocates that literary criticism is the description and evaluation of the work itself. As for the authors real intention, we can only work on

8、the basis of the work. Only the intention in the works is the authors real intention. As for the author to advance ideas and works of works afterwards memories are not enough to go upon. The text emphasizes the relation between text language and thought, that the function and meaning of the language

9、 of the text can be reflected in four aspects of meaning, emotion, mood and intention, if able to accurately grasp the language of these factors, we can interpret the meaning of the works. Second, pay attention to the influence of context on semantic analysis. Close reading shows that context is ver

10、y important for understanding the deep meaning of text vocabulary. He repeatedly stressed that in the text, is a word, sentence or paragraph and context,It is this connection that determines the specific meaning of a particular word, sentence or paragraph, and even the context of a book. Third, emph

11、asize the internal organization structure of the text. Text reading also focuses on the internal structure of the text. Wellk believes that the study of literary background, environment and external causes is impossible to solve the description, analysis and evaluation of the object of the work. He

12、emphasizes that the work is a symbolic structure which implies and needs meaning and value, and advocates that the interpretation should be based on the works with such symbolic structure. The above describes what is meant by text from the origin point of view, must be pointed out that this is a kin

13、d of literary criticism in the context of the text, but I am really interested in is teaching under the context of text. There are connections and differences between the two.2, then, what is the meaning and meaning of close reading in the context of curriculum teaching?In popular terms, what we are

14、 talking about is a kind of borrowing of the concept of close reading of semantic texts, a kind of flexible use of doctrine, and even a kind of embezzlement. In the context of literary criticism, text reading, as a method of study, has its own rules. Its purpose and aim are firmly locked in literary

15、 criticism. It serves for literary criticism. In the context of curriculum teaching, the object of text reading is transferred to the teaching of reading. At this time, the text reading, starting from the teaching of reading, for reading teaching, and reading teaching together. It is this transfer t

16、hat makes text close reading in the context of curriculum teaching derived some different provisions from its mother, specifically speaking:First, carefully read the diversity of gesture. Interpretation of posture is a prior problem in text reading. The close reading of texts in the context of curri

17、culum philosophy advocates the peaceful coexistence of various attitudes such as author worship, text worship and reader worship. No matter what kind of texts we read carefully, we all think that it is necessary and valuable for reading teaching. It is a kind of freedom for teachers to choose what k

18、ind of attitude to read carefully. Second, the verbal nature of close reading. The close reading of the text is the close reading of the teachers speech. It starts from the interpretation of the word and sentence, such as language materials, detailed analysis techniques, rhetoric language expression

19、, layers of anatomical structure of internal speech, dig speech side connotation. The close reading of speech is prescribed by the background of the course and the purpose of teaching. Third, the compatibility of close reading conclusion. Teachers close reading is not only a process of acceptance, b

20、ut also a process of discovery. In reading the text, teachers should not only digest, absorb, organize and judge other peoples views and opinions on the close reading of the text, but also pay attention to cherishing, summarizing and combing their own unique understanding and discovery of the close

21、reading of the text. As long as there is conducive to teaching, the views of others, their perception is necessary to absorb anything and everything and complement each other. Fourth, read carefully the sharing of experience. Text reading, for teachers, is not only a discovery process of language ex

22、istence, but also an experience process of close reading of language. Therefore, text reading is a double harvest for teachers. He not only gains the meaning, meaning and implication of language interpretation, but also gains the experience, emotion and feelings of close reading of language. These c

23、lose reading experience through the teachers experience, for reading teaching, is undoubtedly a valuable course wealth.Class 3, teacher Wangs wonderful design quote, such as borrow arrows with thatched boats laughing in , in a cormorant. How do you deal with the textbook when you get a new text?How

24、to capture the key part of the text to peruse?Excuse me no, with very limited knowledge and scanty information, I do not know what the meaning of a word. Is it possible to misread the extraordinary as fine and subtle? If possible，Such praise really dont deserve it. The first question of this questio

25、n dissociated the theme of close reading of text.The second question is very weighty, though the close reading emphasizes the infiltration of words and word for word interpretation, but this interpretation is not aimless or unfocused. Sometimes, fine is killing fine, fine anti fine mistake is a vivi

26、d expression of dialectics. But the question is, is the key part of the text a priori existence for the teacher? If not, what is the key to the text that we determine and identify Zhu Geliangs smile and the one touch of fisherman? In fact, the key part of the text can only exist in close reading. Yo

27、u dont have a key tag first, and then you read it slowly. Therefore, the words should be inverted, the key to capture the text in close reading.How to read the key to the text? Of course, I can introduce some specific technology, such as: from the main point of the text to identify the key points, f

28、rom the text structure to sort out the key points, from the text genre to find the key points. But I dont think these close reading techniques themselves can make sure that you get the key point of the text caught.The key of the problem is not to read the act itself, but to read it closely. We canno

29、t put aside the perusal of the subject (XX in reading the X), and capture key this task to the predicate read without rhyme or reason to do. Therefore, this proposition should be changed into the statement of some key points: I capture the appropriate text through reading. Only by entering this I in

30、 the close reading can we get the key point of catching the text. Fundamentally, it all depends on the pre structure of I in close reading. The structure here, including the I interpretation of the attitude, experience, interpretation strategies, reading motivation, reading, interpretation of wisdom

31、 and emotion, but also the I of the culture, way of thinking, life experience, personality, knowledge, aesthetic taste etc. Only the close reading of eyes is invalid, only the careful reading of brains is inefficient, and only close reading of life is really efficient.What I say may not be useful fo

32、r capturing the key points of the text, but can the useless itself become a use or a big use? This is something you need to know.4, is text reading just pre reading before class? If so, in fact, it is the previous lesson preparation to study the textbook, why need to put on the text close reading of

33、 the new label?Answer: this question is very sharp.Im going to torture myself. Is this a word game?It seems a little hasty to equate the close reading with the study of textbooks. Any concept can not be born out of the sky. They are always based on certain historical and cultural contexts and are cr

34、eated in a specific context. Just like dialogue and communication can not be mentioned in the same way, inquiry and questioning can not be compared.Close reading and intensive study of textbooks come from two different conceptual systems and discourse systems. Their semantic meanings are determined

35、not only by their own conceptual existence, but also by their conceptual system and discourse system. The essential difference is that in the discourse system of teaching materials in the language, referred to as the tool, because is a tool, so it is external to the existence of human life, the lang

36、uage is the language, the content is the content, so the teaching research is the study content. In the context of close reading, language (accurately speaking is language) is the noumenon,Speech is the home of existence. Speech is the essential attribute and inherent attribute of life, not the exte

37、rnal one. So what it studies is not stripping the content of the language, but the language itself. Attention is the language itself! This is the first.Second, teaching materials, means teachers in reading the text before, there have been a first in the limit: the text is teaching material, the text

38、 has been alienated, narrow, shallow into teaching material, teachers can read the text as a textbook but is focus on Teaching and learning difficulties, teaching and teaching points, four points outside can have the text? Ah! I can only read the text of the long, sorrowful and tears down alone. ! T

39、ext reading first makes the text return to its original state. The original is not only the beginning, but the original is the original, the original and the noumenon. Text reading is to return text to ontology.In this sense, as the text of the text is the source, as the materials of the text is as

40、text flow; the text is this, as the materials of the text is the last; as the text of the text is the skin, as the materials of the text is hair. Can it be labeled?5, Q: the style of text in reading, read depth in the process, how to deepen after the simple? That is, to face the pupils, so as to emb

41、ody the individuality of primary school chinese.This is a dilemma. Because, in essence, text reading is wishful thinking.Close reading is a process, and transforming reading into curriculum resources is a process. The angel is right.The teacher first reads, and then teaches. The first is the reader,

42、 and the second is the teacher.From readers to teachers, there are four states: the first state is: easy to understand. The second state is: deep going out.The third States are: light into the light. The fourth state is shallow penetration.The highest realm is: profound understanding of language. Th

43、e worst condition is shallow penetration.(personal opinion: does Professor Wang mean that we should not first read the article in the form of a teacher, but to comprehend the article in the first readers status?6, the strategy of close reading is the category of reading method. So, what kind of guid

44、ance does this reading approach have for students studying texts in class?We say that reading teaching is essentially a dialogue process. If we can recognize this premise, then there are two questions: first, what should we do with the dialogue? Second, what are we going to talk about? We saw some v

45、ery lively, very exciting class, actually said is full of cliches, and nonsense words sound. Class, although they diligently, although courteous and accessible, good at giving systematic guidance, despite the lack of democratic spirit, amiable and easy of approach, the sense of equality, dialogue st

46、rategies and skills are even, but they both have an easy control in the matter, all thoughts and efforts are on how to put this material VAT water scoop into the students and students in the bottle, but dont expect get a drop of water from their own. Can you say that such dialogue is effective and s

47、uccessful? Chinese teaching, in a sense, is a kind of speech perception and speech transmission is the wisdom of the teachers speech perception and speech wisdom, and awaken students language understanding and spiritual attunement. What should teachers do to talk? Teachers talk with their own speech

48、 experience, speech perception, speech wisdom, and speech personality;What is the teacher going to talk about? Teachers and students talk about their own speech experience, speech perception, speech wisdom, and speech personality.Does it matter to the close reading of the text? The relationship is n

49、ot deep.No doubt, the text is the accumulation of experience, verbal language teachers acquire the language comprehension, verbal inspiration wisdom, temper the important speech personality path and platform. If the Chinese teachers can carefully read each text, text and sort through, even will leav

50、e no stone unturned, and qiaoguxisui, text into their life words, then we also have to worry not wake the students life consciousness, promote the speech into students language development in life? As Mr. Pan Xinhe said: read a number of books, read out what, read out how much their own discovery an

51、d creation, is always a measure of a language teacher wisdom level and teaching effectiveness of the unspoken rules.7, good teaching can not be reduced to the technical level, the real good teaching comes from the teachers own identity and integrity. The language of the teachers mind is the perceptu

52、al nature, and the teachers text reading comes first from the teachers heart. In this sense, the teachers close reading means a lot of self, and self means arrogance. Paying attention to the heart means ignoring the objective. Your poetic language, to read with emotion, read and understand love, is

53、the biggest feature. I think the teachers text reading also starts from the heart first, with the heart feeling. If we discuss the strategy of close reading from another point of view, from the point of view of skill, from the point of view of procedure and norm, we should read the text closely, so

54、as to seek universal law and find a convenient way for the public teacher. So, in a sense, will this strategic reading weaken the color of I?Please note that。 The subject of close reading. The key to the problem is who reads it. Not the perusal itself. Close reading is I as a manifestation of the ex

55、istence of power.The life of I is in close reading.First, reading is not a strategy or a technical problem, but a subject awakening. Attention: the awakening of subject. Not the subject sink.Reading is feeling. Its very important. Feeling is a state of self actualization. That is to say, teachers sh

56、ould improve their Chinese accomplishment and try their best to read through texts.Chinese teachers must feel the existence of language. Its not a feeling, its a quiet wisdom. One of the deepest wisdom.Questioner: 1. I read my text, and I have the precipitation of my thoughts and wisdom. 2, I think

57、the text reading is closely related to everyones cultural implication. 3, the subject sneaked into the text, I have a close reading.Mr. Wang Songzhou: Yes, I read, therefore I am.8, the text is the symbol of death, the text is a sound. Because there are different impacts on the hearts of different p

58、eople. This leads to pluralism. The rest of the multivariate is not misreading? How should the teacher face this kind of diversity, or is the teachers individual interpretation of the students or benefits or disadvantages?Teacher Wang Songzhou:Fundamentally speaking, all perusal is misreading. All misreading has its value of existence. We dont have to create the myth of identity reading.The teachers perusal i