Text And Understanding——Research On The Philosophical Hermeneutics Of Chinese Language Reading Instruction

Based on the texts as carrier, reading instruction is the materialized form of spirit.Its historicity, epochal character, uncertainty and generativeness interpreted the complicated relationship among teachers, texts and students in reading instruction, and also reflected the view conflect among authors, teachers and students, and some reccesive subjects in reading instruction, to form a understanding relationship between meaningly diaologue and generation.Chinese Language Curriculum Standards have clearly pointed out:the process of reading literature works is to find ans construct meaningness.It's recommended to encourage students'critical and query spirit, to respect students'own view, and encourage the dialogue and communication between students and teachers on texts.And what is need is to train up students'ability of inquiried reading and creative reading, and advocate multi-angled and creative reading to protect students'motivation and creation using reading expectation, reading reflection and critique.The ontological meaning of reading instruction and the basic demand for reading instruction under the background of New Curriculum both make a rational epistemological framework for the spiritual meeting among teachers, students and text in reading instruction to construct its real state in the special relation field.The understanding and dialogue relation of person with person, person with substance, person with world established by philosophical hermeneutics, in objective sense providing a vision-merged intersubjective methodology and logical beginning——mutual understanding, which highly conforms to ontological cognitiveness of reading instruction and provide a kind of thinking mode and way in the meaning of methodogy to recognize the ontology and significance of reading instruction.During a long-term, the understanding of reading instruction differed from its origin.The sole understanding of text restrainted teachers and students from understanding the constructed meaning of text, and which only had the fixed knowledge and knowledge structure as the logical beginning and destination for understanding, regarding text as bible, and neither got the author's intention.Under the background of New Curriculum, understanding of reading instruction has not walked to the real ontological understanding orientation.The Show personality experience made the understanding of text of teachers and students detached away from works'educational value and spiritual value, and fanciful views detached the spitual nature of intersubjective diologue, generated a chaos meaning world.The origin of which lies on we have not get rid of the binary thinking way.The incompatibility between instrumental rationality and value rationality in Chinese language instruction, along with awe of authoritative view and mysterious text in traditional culture restrict the fundamental value-oritention of reading instruction text.The detachment of understanding of reading instruction in reality existence and ontological existence highlights Philosophical Hermeneutics' understanding and relationship on text and value.lt is necessary to set up people-oriented value of reading instruction, that is, based on varified understanding to text, with various meaning guided, to expand their generation and specification while coming near to its nature.The text and understanding of reading instruction came into risk, the essential cause lies on there is no a cognitive framework of reading instruction nature and no deeper explanation on its nature and characteristic.Philosophical Hermeneutics provides an epistemological framework for it, which becomes a choice to know its ontology both theretical and practical, then people can exactly grasp the original look and existence form based on clarifying its intrinsic feature.So it's the right way to have a theoretical discussion by Philosophical Hermeneutics to clarify the essence of reading instruction, and define its starting point.As confusion of visions, understanding is not only a way to recognize the essence of reading instruction, but also a concept to instruct us destructing and constructing reading instruction, based on which we can find out its connotation, feature and value expression under the meaning of visions confusion.Reading instruction reflects a multi-vision, in which its process and result showed the confusion between different visions, such as teacher-text, teacher-teacher, students-student and teacher-student. Its realization process firstly relfect a kind of new relationship between teachers and students, which is a mutual understanding process in the confusion of their visions, then a new conscious meaning formed, that reflects a complicated network relationship of mutual inclusive and merged constantly.This also proved that a relational field needs to construct for the visions confusion of reading instruction.As a knowledge creator, teachers should understand text itself, and also themselves and students as the premise of text-processing to achieve specific teaching aims and values, this also implys teachers'text understanding an expanatory one, which takes language textbook and related resources as knowledge increasing carrier for students to cultivate their language and literature ability and quality, show strongly directional, value-reconstructianal and resoures-diversified.However, in practice the excellent text always taken as practical example in reading instruction, lack of meaning construction to text itself and its derivatives.This derived from the teaching concept of fundermentalism which takes text as holly bible, with prefercation of obiective, general and value-neutral knowledge, taking a general examination standard as teaching standard as well as the closed state of teachers knowledge and ability structure whose learning time were occupied by trivias, contents were excluded by profession, resources were lacked, reflection conscousness was missing and teaching research ability'utilitarian orientation together caused misunderstanding of reading instruction.Teachers should set a dimension for understanding text firstly to make the understanding of language meaning, image meaning and literature meaning as knowledge dimension, the internal and extral meaning as structure dimension, the recognitive meaning, emotional meaning and aesthetic meaning as meaning dimension.Only in this way, teachers'understaning of reading text can become teaching wisdom with combination of preset and generation, and make their professional knowledge structure creating constantly based on their life.Language is the bridge for students in the process of understanding text, which is the result of translation and recognition to text by students.This kind of language is not only a written language, but implys spiritual value of internal language process.Students'understanding of teaching text shows experimental characteristics, walking into a deeper understanding through understanding pieces to the whole text, then formed a spiritual meeting process based on pre-understanding, which implied a course of Hermeneutic cycle in experience and create new meanings constantly.In present reading instruction, studens'text understanding is over regulated by its instrumental rational value, which restricts meaning creating of self-understanding.Examination-orientation education restrains students'knowledge base of understanding though students closed group culture also hides their own meaning understanding.The ontology existence and practical situation of students'understaning of text make it necessary to expand their knowledge and promote their reading capacity and to get more meaning, surpass their have-known, form new meaningful system based on it.As well as completely recognizing the blank meaning and unclear value of literature works to explain and richen text meaning using those calling structure.And we also need take a questioned methodogy to correctly recognize the original meaning of time interval discarding all illusion and prejudice to feel author's feeling when they created the work with a blank mind, to restore authors'original intention and reconstruct objective thoughts.The complex relationship between teachers, students and text is not a kind of simple existence, which is a kind of co-existed understanding under interactive relations including teachers with students, students with students, teachers and students with text, teachers and students withsociety and even with authors, editors, such relations are co-existing, co-understanding, co-developing, and they are not irreconcilable due to differences of the purpose, vision and thinking process between teachers and students.Such open interactive relationship is a kind of consciousness of meaning based on diversed expressin, which not only reflected diversity and conflict of views and thoughts, but also implied meaning reconstruction based on interactive understanding.lt is necessary to establish such conditions as a co-understanding base for teachers and students reading text together with equal exchange, mutual benefit motives for their co-understanding with reading text, co-understanding power of self-orgnization and understanding platform of situation communication, and then make it come true through self-experience, enrich the known, reflecting misreading and self-understanding.