以《雷雨》为例探究整本书阅读课程化实践
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摘要
所谓"整本书阅读课程化实践",是将整本书阅读的理念赋予课程的性质与状态,落实好课程目标、教学内容、课程实施与评价几个具体的环节单元,使整本书阅读成为一个课时化的教学行为。《雷雨》不仅是高中两版语文教材选中的话剧名篇,作为一部不朽的现实主义悲剧,其在话剧史上也具有及其重要的地位。《雷雨》主题的多元性、语言的丰富性、内容的层次性,都是进行整本书阅读课程化实践探索的不二佳作。
What we mean by"the curriculization of the entire-book-reading" is the implementation to bring the process of reading the entire book into classes,assimilating its nature and properties with those of a curriculum,achieving the objective of the curriculum,completing the instructional assignment,fulfilling the practice and involving some comments on specific units. The goal of this practice is to institutionalize the process of reading the entire book and to forge it into a teaching activity. As a notable masterpiece in the Chinese modern drama history,"The Thunderstorm" has been compiled into both the middle school and high school's textbooks. It is an immortal work that is full of realism,tragedy,thematic versatility,linguistic richness and great hierarchy of its content. Therefore,this book serves as an outstanding study case for the practice of curriculization of the entire-book-reading.
What we mean by"the curriculization of the entire-book-reading" is the implementation to bring the process of reading the entire book into classes,assimilating its nature and properties with those of a curriculum,achieving the objective of the curriculum,completing the instructional assignment,fulfilling the practice and involving some comments on specific units. The goal of this practice is to institutionalize the process of reading the entire book and to forge it into a teaching activity. As a notable masterpiece in the Chinese modern drama history,"The Thunderstorm" has been compiled into both the middle school and high school's textbooks. It is an immortal work that is full of realism,tragedy,thematic versatility,linguistic richness and great hierarchy of its content. Therefore,this book serves as an outstanding study case for the practice of curriculization of the entire-book-reading.
引文
[1]程翔.从“整本书阅读”的学科定位谈起[J].中学语文教学.2017,(01):9.
[2]钱理群.温儒敏.吴福辉.中国现代文学三十年[M].北京:北京大学出版社.1998:412.
[3]田本相.曹禺剧作论[M].北京:中国戏剧出版社,1981:22.
[4]陈军.论《雷雨》“序幕”与“尾声”的作用[J].文艺争鸣.2009,(03):120.
[5]余党绪.经典名著的人生智慧[M].上海:上海教育出版社,2018:346.
[6]朱云.《雷雨》主题解读的两种经典范式[J].中外戏剧视线,2011,(03):61.
[7]余党绪.整本书阅读或成语文教改的发动机[J].语文学习,2017,(10):8.
[8]吴晓东.从卡夫卡到昆德拉[M].北京:生活·读书·新知三联书店,2003:293.
[2]钱理群.温儒敏.吴福辉.中国现代文学三十年[M].北京:北京大学出版社.1998:412.
[3]田本相.曹禺剧作论[M].北京:中国戏剧出版社,1981:22.
[4]陈军.论《雷雨》“序幕”与“尾声”的作用[J].文艺争鸣.2009,(03):120.
[5]余党绪.经典名著的人生智慧[M].上海:上海教育出版社,2018:346.
[6]朱云.《雷雨》主题解读的两种经典范式[J].中外戏剧视线,2011,(03):61.
[7]余党绪.整本书阅读或成语文教改的发动机[J].语文学习,2017,(10):8.
[8]吴晓东.从卡夫卡到昆德拉[M].北京:生活·读书·新知三联书店,2003:293.