Generative Reading Instruction From The Viewpoint Of Reception Esthetics

The significance of the theories of reception esthetics in the guidance of teaching reading may include the establishment of students as the main bodies in reading, the stimulation of the imagination and creative thinking, the enhancement of the reading motives, meditation, and criticism of the students. If reception esthetics is applied in teaching reading course, one may find that reading is actually the activity of seeking understanding and self-understanding and the dialogue and exchange between the readers (students) and the works (texts). The historicalness of comprehension and the preoccupation of the students can be accepted and respected by generative reading instruction, a kind of confluence of the reading views of both teachers and students originating from their respective pre-understanding structures, so the current situations of the students can also be respected. Therefore, each student may be motivated to develop as greatly as possible, which is the important teaching concept advocated by the new course.This paper contains five parts. In Part I, after analyzing the current situations in teaching reading in the new course and the current situations in teaching reading. In Part II, we define the relationship of generation, reading, and generative reading instruction with reception esthetics, respectively. In Part III, Part IV, and Part V, we clarify the executive strategies of generative reading instruction from the psychological pattern in reading of the subjects, the confluence of reading views between the subjects, and the dialogue between the subjects. The major points in this paper include the acceptance of various understandings of the texts based on the psychological pattern of the subjects for the students to read in the process of generation, the enlargement of the expecting reading views based on the confluence of reading views between the subjects for the establishment of dynamic openness, and the promotion of the benign circulation of "mutual development of teaching andlearning" based on the dialogue between the subject for the return of freedom of students in reading.