Diversified-comprehension-of-literature-text And Its Practice Strategy In New Course

Whether ideas and practice of comprehension-of-texts in Chinese course accord with characteristics of Chinese course and requests of course development, is a pivotal issue which can influence adaptation of Chinese course towards times, development of society and pursuit of human's cultures.Combining with requirement and practice experiences of course reform, this thesis researches development and actuality of comprehension-of-literature-texts in Chinese-course, inevitability, possibility, dialectic understanding and practice strategy of diversified-comprehension-of-texts in Chinese-course. Traditional comprehension-of- literature-texts in Chinese-course, has prominent problems, such as fake-sanctification,trivialization and nonego-inclination.Diversified-comprehension-of-literature-texts in Chinese-course, means multiplicate choosing of texts'implication or creating of their meanings at phrase, sentence, paragraph or entire-chapter level, which was melted with reader's ideas, and means the realization of multiple orientation of middle school Chinese course texts'ultimate values.We should correctly handle influences of new courses and multiple response of students. Chinese teaching and learning should accept and encourage harmonious coexistence of diversified text-comprehensions. There are four reasons in advocation of diversified-comprehension-of-literature-texts in Chinese-course. First, it is certain result of scientific integrating of course theories. Second, it is necessity of passing-down and innovation of cultures. Third, it is indispensable of fostering students'various personalities, especially personalities for creative action. The last one is support of theories such as symbolism aesthetics.Possibilities of Diversified-comprehension-of-literature-texts in Chinese-course, derive from otherness of reading subjects and conclusions, misty languages of literature, understanding under dialogues, and many new characters of new course texts.We should correctly recognize and treat dialectic relationship between grasping text value and respecting students'diversified unique experiences, and the relationship between freedom of dialogue and confines of texts. We should concern reason of texts themselves, and pay attention to writing context of them. We should exactly recognize relationship between Discovery-learning and diversified understanding, and avoid generalization of the concept of Diversified-comprehension-of-texts, and don't arbitrarily bowdlerize texts which can result in various understandings. Finally, we shouldn't give a cold shoulder to texts themselves.For practice strategy of diversified-comprehension-of-texts in Chinese-course, on the one hand, we should skillfully guide students to enlightenment and apperception and emotion within texts, and help them to catch artistic conception of works through appreciation. On the other hand, teacher and students should truly cooperate in extended learning and pursue apperception in whole process. Only by doing that can we realize exoteric production of teacher and students'experiences, and exchange in various directions within class. For success of teaching and learning of Chinese-reading, we should respect students, concern spirit of students, and pursue democracy and equality between teacher and students In teaching of Chinese-texts-comprehension, we should approach texts and listen attentively to texts. we should correctly treat relationship between texts and correlative analysis, and relationship between text-comprehension and modern teaching means. We should found a evaluation system which can prompt and advance diversified-comprehension-of-texts in Chinese-course.