The Deconstructive Approach To The Chinese Reading

In the mid-1960s, the deconstruction, as a branch of the post-modernism, pointed at the dualism of metaphysics and the Logos center principle. It destroyed and deconstructed these theories like a violent storm and aroused great responses. Deconstruction, which had wide ranging influences, has reached the fields such as literature, arts, aesthetics, and politics and then education. It criticized to the traditional Logos center principle with strategies like differance, dissemination, trace, and supplement. The ultimate truth is considered to be inexistence. The text is always an unfinished one, which will be in chain of texts forever. It is a misreading to read the "original" text. In order to explore the meaning of the texts, one should go into the chain of the texts. In other words, the text reading is a process of intertextual reading.This paper is divided into three parts. In the first chapter, the theory of Derrida's deconstruction and the four strategies of deconstruction which include differance, dissemination, trace, and supplement will be presented. On such basis, a new view of Chinese curriculum will be proposed—a textual differance view. Based on such perspective, the curriculum standards of China and foreign countries will be examined. Then the impact which the deconstruction brought to the reading section of curriculum standards of China and foreign countries will be analyzed. In the second chapter, the specific features which the view of Chinese reading of deconstruction will be proposed. That is, nothing outside the text, the essence of differance, the digestion of subject and intertextuality. After discussing these four features, specific cases will be provided for further explanations. A conclusion will be drawn out—the reading from the deconstructive perspectives is the intertextual reading. That is to say, in order to improve the teachers'teaching ability for Chinese and the student's learning quality for Chinese, the critical thinking should be treated as a starting point and explore the various values of texts in the intertextual reading. In the third chapter, Dr. Wang Rongsheng's division of textual types will be the basic point. And the text types will be discussed to prove the validity of the deconstruction. In the specific teaching process for reading, the text types should be started from the student's critical thoughts the ability of the effective intertextual reading. Finally, An Anecdote for the Imprisoned Green in high school textbook-- ChineseⅡ, Compulsory is chosen to make a teaching design in the way of deconstructive reading, in order to provide a referential way of thinking for the teaching of the deconstructive reading.