1) Unitary interpretation
一元解读
2) multi-interpretation
多元解读
1.
Dialectical Thinking about the Multi-interpretation During the Teaching of Chinese Reading in Middle School;
中学语文阅读教学中多元解读的辩证思考
2.
But with the deepening of multi-interpretation development,what appeared was the phenomenon of overcorrecting and ignoring the reading base line.
但随着多元解读的深入开展,出现了不少矫枉过正、视阅读底线于不顾的现象。
3.
The multi-interpretation in Chinese reading teaching has three characteristics:The students ability of reading is the foundation of success in multi-interpretation;the teacher being good at paying close attention to listening to students is the assurance of success in multi-interpretation;the students ability.
多元解读作为一种新颖的阅读(教学)方法,正受到一些质疑与非议,而大多数的批评是建立在对多元解读的误读及对语文教学现实的误解基础上的。
3) diverse angle reading
多元解读
1.
The instruction of individualized reading needs the respect for the studens subjective status,the diverse angle reading to the text and the equal dialogue with the students.
实施个性化阅读教学,必须尊重学生的主体地位,倡导对作品的多元解读,与学生展开平等对话。
4) unitary explanation
一元解释
5) one-dimensional decomposition
一元分解
6) reading metacomprehension supervision
阅读元理解监控
补充资料：读穷居五字慨然有感复作一首自解
【诗文】：
布褐营身足，茅茨置榻宽。
食非依漂母，菜不仰园官。
小蹇鞍鞯黑，羸僮骨相酸。
丹青能写此，千载尚传观。
【注释】：
【出处】：
布褐营身足，茅茨置榻宽。
食非依漂母，菜不仰园官。
小蹇鞍鞯黑，羸僮骨相酸。
丹青能写此，千载尚传观。
【注释】：
【出处】：
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条