Using Everyday Language to Support Students in Constructing Thematic Interpretations
Using Everyday Language to Support Students in Constructing Thematic Interpretations
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使用日常语言支持学生构建主题解释
DOI：
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发表时间：
2018
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影响因子：
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通讯作者：
S. Levine
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作者：
S. Levine
文学反应研究表明，在课堂环境中，高中生很难构建对文学文本的主题解释，而是倾向于总结或建立与幸福相关的道德观念，而忽视文本潜在的负面语气。然而，在校外环境中的研究表明，学生构建的主题解释包括积极和消极的元素。这些相互矛盾的发现表明，主题解释的一些挑战不在于学生的解释限制，而在于定义主题解释的学校话语。在这项研究中，学生们使用日常解释性语言用句子词干构建了主题解释，例如“阅读这个故事表明世界可以是一个_____的地方。”在没有额外指导的情况下，实验组比对照组构建了更多的主题解释，并做出了更少的与幸福相关的解释。结果表明，学生的主题解释能力比一些研究表明的要强，并且日常解释性语言可能有助于破坏学生在学校的主题解释框架。
Research in literary response indicates that in classroom contexts, high school students have difficulty constructing thematic interpretations of literary texts, tending instead to summarize or build happiness-bound morals that ignore a text’s potentially negative tones. However, studies in out-of-school contexts show students building thematic interpretations that include positive and negative elements. These conflicting findings suggest that some challenges of thematic interpretation lie not in students’ interpretive limitations but in school-based discourses that define thematic interpretation. In this study, students constructed thematic interpretations with sentence stems using everyday interpretive language, such as “Reading this story suggests the world can be a place where _____.” With no additional instruction, experimental groups constructed more thematic interpretations and made fewer happiness-bound interpretations than a comparison group. Results suggest that students are more capable of thematic interpretation than some research indicates and that everyday interpretive language may help disrupt students’ school-based framing of thematic interpretation.