中国电化教育

语言实践视角下，阅读教学旨在引导学生与文本对话、交融从而对文本展开意义建构，是一个在阅读中学会阅读的过程。阅读教学中，语言实践在本质上是一种“个性化同构”的历程：既强调“个性化”地解读文本，又要在诸多的“个性化”产生冲突时，以文本“同构”确保文本原初意义的核心结构不被扭曲，使师生在“个性化”与“同构”的辩证中展开意义协商、达成意义共识，消解“僵化复原”“创意解读”以文本或教师独断意义的痼疾。超越技术化的教学过程，本体论意义上的“个性化同构”指向生命成长与社会建构的共生：一方面，“个性化”通过唤醒、充盈学生的心灵而为其提供生命的寓所和精神的家园；另一方面，“同构”使学生汲取共有的知识基础和文化遗产以构筑共情的社会，在辩证中实现生命成长为社会建构铸魂、社会建构为生命成长筑基的双向成就。

From the perspective of language practice, reading teaching aims to guide students to engage in dialogue and integration with the text, in order to construct meaning in the text. It is a process of learning to read while reading. In reading teaching, language practice is essentially a process of “personalized isomerism”: emphasizing the interpretation of texts in a “personalized” manner, while ensuring that the core structure of the original meaning of the text is not distorted by the “isomorphism” of the text when conflicts arise between many “individualities”. This enables teachers and students to engage in meaning negotiation and reach a consensus on meaning in the dialectical process of “individualization” and “isomorphism”, and resolves the chronic problem of “rigid restoration” and “creative interpretation” that rely solely on the meaning of the text or the teacher. Beyond the technological teaching process, the ontological concept of “Personalized isomerism” points to the coexistence of life growth and social construction: on the one hand, “personalization” provides students with a living space and a spiritual home by awakening and filling their hearts; On the other hand, ‘isomorphism' enables students to draw on shared knowledge and cultural heritage to build an empathetic society, achieving a two-way achievement of life growth as the soul of social construction and social construction as the foundation of life growth through dialectics.