“文学性媒介文本”的基本特征

媒介文学生产的物化产品可以称之为＂文学性媒介文本＂。开展文学性媒介本文研究是当代媒介文学生产论研究的重要课题。文学性媒介文本可具体展开为＂作者的文本＂、＂传播者的文本＂和＂读者的文本＂等不同形态,不同形态中各级媒介都处于基础地位,构成了该文本的本体性要素。文学性媒介文本中的媒介要素具有内在于文学本身的审美价值。     

初中阅读教学中的文本解读策略

基于文本,要重视语言文字的训练,引领学生学习"文本之法",使其体验、感悟文本的情感、态度和价值观;超越文本的策略有:在范围上超越、在活动中超越、在想象中超越、在写作中超越;回归文本,应体现对文本解读更高层次的追求。     

论电子时代传统文本阅读教学的坚守

随着21世纪电子时代的到来,电子读物与视图逐渐代替了传统文学阅读中的纸质和语言文字,使现代阅读教学面临严峻的考验.因为文本的改变也改变了阅读的方式、思维和性质,改变了接受效应.电子视图文本与传统阅读文本相比削弱了新一代青年学生的内心审视功能,造成想象力的缺失,消解了传统阅读的审美教育、净化灵魂、提升人格的功能.因而现代阅读教学必须坚守传统文本教学的阵地,并对学生做好教育和引导工作.     

90年代文学文本传播衰落的媒介解析--兼论电视文艺传播的兴起

90年代文学文本传播的衰落，从媒介发展的角度分析，在很大程度上与电子媒介传播——主要是电视文艺传播的兴起有相当的关系。电子媒介——电视在主动性、易解性、娱乐性、快捷性方面都占有很多的传播优势，抢走了文学文本传播中的受众。文学文本传播的衰落带来很多负面影响，如图像传播的扩张、受众个性的被销蚀及其自由选择权的丧失、文本传播本身依赖的社会经济支持的被夺走等。     

抓住文本特性,学习语言文字运用

语文学科的工具性就是学习语言文字运用。作为学生,在语文课上学习语言文字运用,最主要的是学习文本(作者)的语言文字运用的方法,再用它去从事生活和学习中的听说读写活动,从而不断提高自身的语文素养。可以从不同体裁、同一文体、不同写法、相同题材比较、编者意图中抓住文本特性,学习语言文字运用。     

引导学生细读文本的方法

正古人云:"书读百遍,其义自现。"读被认为是语文教学中最为有效的方式。所谓文本细读,就是立足文本,尊重文本,让学生潜心会文,通过细致和反复的阅读,对文本蕴涵的丰富内涵进行充分的发掘,注重细节的解读和结构的分析,读出自己对文本的理解和感悟,读出语言文字中蕴涵的深刻情感。一、字斟句酌,读出语言的厚重在教学中,教师要引导学生触摸文本,对文中的语言进行仔细体味,发现文中语言的亮点,并能够抓住这些亮点引导学生进行揣摩,进而使学生从语言文字中     

语文文本解读策略初探

教材中的文本是语文教学的媒介和凭借,是重要的学习资源。语文课堂教学中的文本解读是指在教师的指导下学生感知、理解、评价、创获文本的过程。正确解读文本,有助于我们准确把握文本的内涵,感受和领略文本赋予的历史价值;     

关注文本语言 提升表达能力

语文课程是学生学习语言文字运用的课程。在语文教学中,教师要从引领学生关注文本语言入手,逐渐引导学生学会表达、学会创造,从而把语言文字训练的目标落到实处。     

浅谈文本开发的途径

语文阅读教学是学生在教师有目的有意识的引导下通过对文本的研读,体味、体验语言所蕴藏的深层意蕴的过程。如何找到文本开发的有效途径是语文教师不断思考的问题。本人在教学实践中尝试了从质疑讨论、整合比较、角色转换、文体特征等入手开发文本,挖掘语言文字的魅力。     

直抵文本解读的要义

教师对文本的解读作为阅读教学的起点,直接影响学生对语言文字的感受、理解、欣赏和评价,影响文本对学生的精神观照与文化浸染。我以为,教师要想深入解读文本的文字意义与文化价值,必须经历一个从“心在文本中”到“文本在心中”的过程。     

Texts as Metaphoric Machines and the Challenge of the Digital

In this essay Anna Kouppanou expands the notion of metaphor from its received meaning to refer to an embodied and material process of connectedness that transforms the domains that it brings together. Because of metaphor's reliance on materiality and exteriority Kouppanou turns to literary texts, which she calls “metaphoric machines.” In doing so she sheds light on the specific way texts, as reading/writing technologies, work through metaphorical processes of association. Through the study of print and electronic literary texts Kouppanou shows that every medium brings contents and domains, such as space and time, together and indeed in specific ways, allowing different forms of association, selective organization, and filtering of information. She also underlines that the mappings between these domains often take place unexpectedly and not always between their respective parts. Finally, she discusses the need for literacies that make the reader/writer/user aware of the metaphorical‐associative power of texts.     

The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy

With the prevalence of ICT, the concept of reading literacy has evolved to encompass both online reading and printed texts. This study clarifies the relationship between reading printed texts and online electronic texts from the perspective of individual differences in the inner and outer phases of ICT in a partial mediation model. We used the PISA 2009 data with 297,295 fifteen-year-old students (49.6% males) across 42 regions. The inner state of ICT represents students' attitude toward computers and confidence in high-level ICT tasks, whereas the outer state of ICT represents students' access to ICT facilities at home or school. The indirect results showed students' reading literacy improved with better attitude toward computers, confidence, and ICT availability at home, as long as the effect was mediated through engagement in online reading activities, even though availability of ICT at home had a direct and negative impact on PISA 2009 reading literacy.     

Reading-Writing Connections: the Importance of Interactive Discourse

Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article, I examine how children's written work is enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. The ways in which children transfer the knowledge of literary devices, gained through group discussion, to their own writing are examined. The relationship between group evaluations of texts and children's writing development is explored with reference to the work of Year 6 children. This illustrates how critical reading and group discussion can raise primary children's metalinguistic awareness and develop their understanding of the stylistic features of narrative texts.     

选本批评:中国文学理论批评方法之一

选本批评是一种以选寓评或选中兼评的文学批评样式。选编者的主体意识使选本批评显现了审美主体的文学观念;科举考试的实际需要使选本成为揣摩法则的写作范本;选本的历史意识是文学史的独特书写;序、论、赞、评的批评方式使选本呈现出多元话语模式。     

广西桂林儿童的文学阅读现状调查分析与策略

对广西桂林市五所小学进行问卷调查研究,结果表明儿童传统的阅读方式受到挑战,儿童不仅可以通过纸质文本阅读文学故事,还可以通过网络、电视和卡通漫画等电子传媒获得文学知识。网络、电视和卡通漫画等电子传媒组成了儿童文学阅读的新环境,积极利用这种新环境可以更加丰富儿童的文学素养,树立起正确的价值观和人生观。     

文学文本的解读

文学文本的意义在"本我"的基础上因读者而异。文本的意义有"语码意义""语用意义"和"阐发意义"三个层次,文学阅读也有相应的三层境界。文学文本的传播目标不够精确,其语境也更为开放,这为设计文本召唤机制、激发定向阅读提供了操作空间。     

Talk about texts: reading as a social event

Drawing on anthropological evidence that interactions with texts are often mediated through oral language practices and Vygotsky's ideas about the primacy of social dialogue for individual intellectual development, the authors argue that children's informal talk about both electronic and printed texts throws new light on the reading process as a whole. They analyse children's talk about a school library book, a piece of graffiti, a television programme and a film to show how readings are shaped by the social organization and personal relationships of the readers, whether in curriculum activities, friendship groups or at home in the family. Readings are constructed, contested and negotiated through talk at the point where texts are first calculated and reshaped again when they are jointly recalled. Talk also helps to construct the text's legitimate audience and the reader's position within it.     

走向历史的诗学研究——乔依斯和鲁迅比较研究之七

乔依斯和鲁迅的小说都被传统历史批评家指责为缺乏历史。但按照新历史主义的理论，乔依斯和鲁迅在其文本中凸显了历史规则、历史因素，两人有意识地对传统的大写历史进行倒转和颠覆：揭示官方的历史下掩藏的卡列班主义，为读者提供了边缘化了的历史、“他者”的历史。他们强调历史的心理情感性，保持边缘意识，质询了大写历史。两人都从神话传说、历史故事中大量汲取文学素材、创作方法大胆地进行小说的文体实验。应用新历史主义文学理论去分析两人的文本，读者可以透过历史文化的深层去把握文学的本质。     

Reading as Experience: Literature,Response and Imagination

This article uses the findings from an empirical study on Hong Kong students’ reading practices as collected through face-to-face interviews on major university campuses in Hong Kong to argue for the importance of affective and imaginative engagement with literary texts if students are to develop an interest in reading. Until now, few empirical studies have been conducted to investigate the actual interaction between the text and student readers, especially in situations that go beyond the usual classroom contexts. This student-centred narrative inquiry, which is grounded in literary and language research, demonstrates that while the notion of relevance, in terms of students’ socio-cultural background and their own life experiences, has long been considered as a key factor in the choice of texts used in a literature classroom, it is important to recognize the creativity that is embedded in students’ reading processes.     

Literary English and the Challenge of Multimodality

How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what ‘literature’ is, or what the category of ‘literary’ texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue.