【作者】 胡薇；

【导师】 余祖坤； 庄桂成；

【作者基本信息】 华中师范大学 ， 学科教学， 2014， 硕士

【摘要】 十余年的新课改,给中学语文教育带来了去弊趋利的新思潮,也使“文本细读”成为语文界高度关注的热门话题。上世纪末,钱理群和孙绍振是作为高校教授、学者、著名的理论家介入中学语文教学的领军人物,他们在中学语文教学的改革中是最为突出、最为执著、呼喊的声音最为响亮的,他们深入课堂第一线,为语文教学解读了大量的文本。本文从钱理群和孙绍振的“文本解读”出发,以孙绍振的《名作细读》和钱理群的《名作重读》为主要研究对象,主要从中学语文文本解读缺失的现状出发,探究两人“文本细读”的思想根源,通过两人具体的文本分析特点比较,得出他们在文本解读中的共性和个性。通过对比可见,钱理群先生主要受鲁迅先生的影响,在文本分析方法上主要是以“知人论世”法、“因声求气”法和“以题解文”法为切入方式,他更加注重对作家心灵和思想的挖掘,以“立人”为教育观；而孙绍振作为一位文艺理论家,他总结了一套独特的“还原比较”法和“错位美”法,并结合真善美的“错位”理论,来对文本作出微观具体分析。虽然他们解读文本的思想和方法各有特色,但是也存在一定的共性。结合实例分析可见,他们在文本解读中都注重关键词(句)的解读、提倡揭示文本深层的情感内蕴、注重内部矛盾的挖掘,在具体文本分析中也都贯穿着对中西文学理论的灵活运用。本文在对比的基础上还进一步总结了他们的文本解读对中学语文阅读教学的指导和借鉴意义。一方面,以钱理群、孙绍振为首的大学学者对中学语文的介入,巩固了大学专家的文本解读在建设语文学科中的地位,为中学教师设计自己的优秀教案树立了典范,也使得文本解读成为语文教育改革的新产物,这是从语文学科建设、语文教师、语文教育改革三个方面总结的指导意义；另一方面,在语文阅读教学的借鉴主要也有以下三点：第一,中学语文教育界应重视对教材的研究,第二,教师可以多种阅读形式来推进学生学习方式的变革,第三在阅读教学中既要注重学生的主体地位,也要注重教师的主导地位。更多还原

【Abstract】 The new curriculum revolution which has lasted for over10years had brought the High School Chinese education the fresh idea of taking good points while removing inappropriate thoughts, as well as made the "intensive reading" a very hot topic in the Chinese teaching area.At the end of the last century, Mr. Qian Liqun and Sun Shaozhen, as High School professionors, scholars and renowned theoreticians, became the leader of High School Chinese, in which they had the most noticeable opinion, the most outstanding and persisting revolution achievement in High School Chinese teaching. They looked deeply in class teaching, resolving large amounts of textbook problems on Chinese teaching.This paper starts from the "text understanding" of Qian Liqun and Sun Shaozhen, taking the Intensive Reading on Masterpiece written by Sun Shaozhen and R-reading on Masterpiece written by Qian Liqun as the main study subject. Mainly based on the lost of Text Reading on High School Chinese, the paper looks into the origins of these two professors’ Textbook Intensive Reading" theories; and leads to the common and special features of their textbook understanding by comparing the characteristics of their concrete textbook analysis.Through comparison, Mr. Qian Liqun is mainly influenced by Mr. Lu Hsun, for he’s basically using the method of knowing the world by knowing person, reaching the literature spirits by feeling the work’s language rhythm and understanding the work by answering questions as the breakthrough points. He pays more attention to the discovery of writer’s spirit and thoughts, and holds the teaching view of Fostering Person. Sun Shaozhen, as a theoretician of literature and art, he summarized a unique method of "Reduction and Comparison", together with the theory of "Dislocation" based on the true, the good and the beautiful, so as to make micro and concrete analysis on texts. However different their thoughts and methods are, they have certain things in common. By analyzing actual examples, we can see that they all emphasize on understanding of key sentences, encourage discovering the deeply veiled emotion of the texts and comprehend the inner contradiction. And they show their flexible use of both eastern and western theories throughout detailed text analysis.On the basis of comparison, the paper further concludes the instruction and reference value of their text understanding theories on High School Chinese teaching. For one thing, the involving of university scholars like Qian Liqun and Sun Shaozhen in High School Chinese consolidates the status of university experts’ text understanding theory in establish Chinese courses, building examples for High School teachers while making text understanding itself the new products of teaching revolution on Chinese course. This is the instruction value on Chinese course establishment, Chinese course teacher and Chinese course revolution. For the other thing, the reference value in Chinese teaching could be concluded into the following three points:First, High School Chinese Education should emphasize on the research of teaching materials. Second, teachers could drive the study method revolution of students by trying multiple reading forms. Third, the dominant position of both the students and teachers shall be stressed in reading teaching.更多还原