Thinking Of Meaning:A Study On Text Understanding Of Chinese Teachers

Text is an important medium for teachers and students to carry out teaching activities.Chinese teachers’ understanding of the meaning of text is the embodiment of Chinese teachers’ professional ability and accomplishment,which not only affects the implementation of the spirit of "curriculum standard" and the improvement of Chinese education and teaching quality,but also affects the initiative and enthusiasm of Chinese teachers’ professional development.How to comprehensively and profoundly understand the meaning of the text,guide students to draw nutrition from the text,improve their core literacy is a subject that Chinese teachers need to take seriously.Judging from the existing research,scholars’ research on Chinese teachers’ text understanding has broken through the shackles of previous single perspectives such as author center,text center and teaching center.On the basis of absorbing the essence of traditional text understanding and combining with relevant theories,they have made a profound interpretation of the meaning of the text,which laid a certain foundation for later scholars’ research.However,there is still some room for further analysis and discussion in the existing research.For example,from the perspective of research,most of the existing studies have examined Chinese teachers’ text understanding from the perspective of philosophical hermeneutics or conceptual reconstruction,and the research on Chinese teachers’ text understanding from the perspective of in-depth teaching needs to be further strengthened.From the standpoint of research,most of the existing studies have analyzed Chinese teachers’ text understanding from the standpoint of curriculum,and the research on Chinese teachers’ text understanding from the standpoint of discipline needs to be further deepened.From the research level,the research on Chinese teachers’ text understanding mostly focuses on abstract theoretical analysis and concrete experience summary,and the research on how to effectively construct the middle-level theory connecting the two needs to be further strengthened.From the research point of view,most of the existing studies have analyzed the current Chinese teachers’ text understanding,traced back the Chinese teachers’ text understanding from the historical perspective and the generative theory level,and the research on learning from it needs to be further strengthened.The understanding of Chinese teachers’ texts is a kind of thinking activity that Chinese teachers continue to reveal and construct the meaning of texts through the logic and thinking mode of the unity of subjectivity and objectivity in the educational situation,so as to achieve educational purposes and enhance students’ ideological realm.Studying Chinese teachers’ text understanding from the perspective of "meaning" is helpful to enrich the theoretical research of text understanding;Clarify the ontological value of text understanding;Clarify the generation mechanism of text meaning.At the same time,it also helps to improve the text understanding ability of Chinese teachers;Clarify the practical value of Chinese teaching;Improve the quality of Chinese education and teaching.Through in-depth interviews,classroom observation and physical analysis,it is found that there are some shortcomings in Chinese teachers’ understanding of the meaning of the text,such as outdated goal orientation,vague content focus and rigid method selection.From the perspective of external factors,these deviations are mainly due to the materialistic society squeezing Chinese teachers’ complete understanding of the meaning of the text;The school system restricts Chinese teachers’ true understanding of the meaning of the text.From the perspective of internal factors,Chinese teachers’ concepts,habits and thinking of text understanding restrict Chinese teachers’ deep thinking on the meaning of text,their independent interpretation of text meaning and their expansion of horizons.Since the purpose of Chinese teachers’ understanding of texts is to let students construct the meaning of life from the texts and improve their core literacy,Chinese teachers should use appropriate theories to understand the meaning of texts,which fall on the shoulders of meaning theory and understanding theory.The referential theory,conceptual theory,pragmatic theory and semiotics of meaning mainly study the reasons,ways and contents of the text.Traditional hermeneutics,philosophical hermeneutics,radical hermeneutics,critical hermeneutics and other understanding theories mainly discuss from which angles to understand the text,how to understand the text and to what extent.Meaning is the premise of understanding,and understanding is an important way to show and spread meaning.Meaning theory and understanding theory are interdependent and complement each other,which are two indispensable basic theories for the smooth development of this study.From the theory of meaning,we can see that language is the key factor to analyze the meaning of a text,thinking is the important starting point to understand the meaning of a text,connecting with life experience is an important way to understand the meaning of a text,and the combination of overall grasp and local close reading is an important step to understand the meaning of a text.Understanding theory enlightens Chinese teachers: understanding the meaning of text is a comprehensive understanding of integrating the theories of various schools of hermeneutics;It is an extended understanding based on the meaning of the text;It is an experiential understanding mediated by language;Is to adhere to the ideological understanding of conformity.Texts in Chinese textbooks are educational texts formed by editors who select and edit corresponding knowledge according to national ideology.This knowledge bears the mainstream values of the country,embodies the author’s aesthetic taste and reflects the cultural situation of a specific era.In this way,ideology,knowledge,aesthetics and culture have become the main ways for meaning to enter the text,and also become the main dimensions for Chinese teachers to understand the meaning of the text.Chinese teachers should follow two basic principles to understand the ideological meaning,verbal knowledge meaning,aesthetic emotional meaning and cultural and moral meaning of the text,so that the meaning of the text can be effectively revealed,and then the meaning of the text can nourish students’ lives.In the history of hermeneutics,different schools have studied the structure of text meaning based on their own positions and understanding of meaning,forming a "dichotomy theory" of literal meaning and cultural meaning;The three-dimensional theory of text meaning,author meaning and reader meaning and the five-level theory of original meaning,deep meaning,development meaning,ought-to-be meaning and contemporary meaning.From the perspective of pedagogy,the meaning of Chinese textbook text can be divided into two structures: level and subject.These two structures determine that Chinese teachers need to understand the hierarchical meaning of the text from the aspects of referential meaning,holistic meaning,purposeful meaning and existential meaning,and also need to understand the main meaning of the text from the aspects of the country,editors,teachers and students.Chinese teachers need to use rational understanding,perceptual understanding,experiential understanding and normative understanding to understand the meaning of different levels and subjects in a text.These understanding methods are important ways to make the meaning of the text shuttle and relate in different structures,and then extend it into a new meaning."Pre-understanding","understanding" and "self-understanding" are the three basic conditions for Chinese teachers to understand the meaning of different dimensions and structures in the text,which are the basic conditions to ensure Chinese teachers to continuously reveal and construct the meaning of the text,realize "taking culture as a person",guide students to construct existential meaning and enhance their core literacy.Meaning is constructed in the process of understanding,and the process of Chinese teachers understanding the text is also the process of discovering,explaining and constructing the meaning of the text.In this process,Chinese teachers need to recognize the curriculum standards and clarify the direction of text meaning understanding;Cognitive context and value form the "context pulse" and "emotion pulse" of text meaning understanding.At the same time,Chinese teachers also need to taste language and analyze structure;Try to figure out the rhetoric and decompose the connection;Empathy experience,careful reading of the text,etc.,master the direction and elements of text understanding.Only in this way can the meaning of the text be linked with students’ life experience,and then the meaning of the text will have a substantial impact on students’ growth and development.The problem of meaning is not the specific problem of what meaning is,but the path of meaning generation.From the perspective of external factors,establishing a scientific educational concept and formulating a reasonable school system can create a relaxed external environment for Chinese teachers to understand the meaning of the text and promote their innovative interpretation of the meaning of the text.From the internal point of view,Chinese teachers should take moral education as their understanding goal,Chinese core literacy as their understanding content,hermeneutics and experiential reflection as their understanding methods,so as to know what they are doing,what they are doing and what they are doing.In this way,Chinese teachers can guide students to deeply perceive the ideological elements of the text and appreciate the charm of aesthetic factors and cultural information incorporated in the text.In a word,Chinese teachers can understand the text from dimensions and principles,processes and methods,conditions and processes,external paths and internal paths,so that the meaning of the text can be revealed,related,circulated and constructed.It can also make the meaning generated by Chinese teachers have a profound impact on cultivating students’ core literacy,purifying students’ souls and improving their ideological realm.