Research On Text Interpretation Strategies Of Teachers In Primary Chinese Dialogue-Instruction

"Dialogue-instruction", as a new teaching form, was put forward with the need of development of the times under the curriculum reformation of elementary education in China. As the research of dialogue-instruction is developing in depth, the important role of teacher's text interpretation becomes prominent, but the problems are also more and more evident. On the one hand, teachers cannot put texts in the right position makes teaching become a mere formality, and such phenomena as teaching without texts, making wrong interpretation of texts, etc. are prominent. On the other hand, teachers stop text interpretation after gaining a little knowledge and it affects the deep and effective development of dialogue-instruction. In view of this problem, this thesis is devoted to discussing the main strategies of Chinese teacher's text interpretation in primary schools in the way of case study, it has dialogue theory for reference and centers on the content and methods of text interpretation.Combining reading dialogue theory and the nature of Chinese teachers' work in primary schools, the thesis suggests that teacher's text interpretation not only have the character of reading, but also that of education. The particularity of the teaching objects and basic teaching content of Chinese teachers in primary schools determined that Chinese teachers in primary schools should follow the principles while doing text interpretation: 1. teachers and texts are equal subjects of dialogue; 2. text interpretation is pluralistic; 3. text interpretation needs to grasp three yardsticks: deep explanation, do not yield to text, do not wilfully distort and misunderstand text; 4. text interpretation has the characters of direction, reconstruction and compatibility; 5. text interpretation should adhere to the quality of Chinese in primary schools; 6. text interpretation should be closely related with teaching target.Guided by the above basic principles, this thesis discusses the main strategies of Chinese teachers' text interpretation in primary schools with practice study. They are, "teachers interpret texts' exciting points and make the subjectivity of dialogue-instruction clear"; "teachers interpret text writer's intention and give prominence to the key points of dialogue-instruction.", "strengthen teachers' own understanding of texts and guarantee the thorough and effective development of dialogue-instruction"; "teachers guide the dialogue between students and texts effectively according to students' difficulty of text interpretation ", "strengthen the communication of text interpretation experience between teachers so as to avoid misunderstanding and wrong teaching to a great extent ". Among them, it emphasizes teachers' own understanding of texts, put forward such an interpretation strategy as "grasp the whole text and understand focal points". "grasp the whole text" means interpreting the "form" and "content" of the texts from macrolevel; "understand focal points" means interpreting texts thoroughly from teaching content on "word, sentence, paragraph, text" levels.Only interpreting texts from various angles and closely relate teaching target and content can teachers understand the textbook correctly and fully, properly use and deal with textbook and effectively guide the deep dialogue of class teaching so as to guarantee the quality of dialogue-instruction of Chinese in primary schools.