A Practical Exploration Of The Integrated Understanding On Literature Works In High Schools

Literature reading is one of the significant parts of Chinese language teaching in high schools.Owing to its polysemia and openness,a single text may embody various meanings to people with different living experiences,knowledge accumulations and senses of aesthetics. Therefore,it is especially important in teaching to reach a better understanding of the connotation of the literature works.Based on the theories of aesthetics,communication,and cognitive psychology,the author conducted the research and exploration into the integrated understanding.The thesis consists of three parts.In the introduction,integrated understanding is defined and its research conditions as well as the research method are explained.Chapter 1 manifests the possibilities and theoretical bases of integrated understanding, which satisfies the requirements of the new curriculum of Chinese language teaching in high schools,improves the understanding of the polysemia of literature works,an accords with the regularities of students'cognitive development.Chapter 2 carries on a research into the misunderstanding on integrated understanding in high school reading teaching from the perspectives of both teachers and students.And then the author analyzed the reasons which include out-of-date teaching concepts,poor quality and the lack of teacher's leading role.And from the students' point of view,improper value orientation,optional understanding of the text and a lack of subject consciousness are also causes for the misunderstandings.Chapter 3 concentrates on the practical research into integrated understanding of high school Chinese reading teaching from three aspects.Teachers should update their teaching concepts,improve their own literature level,value both presupposition and generation,control flexibly the step of asking questions while seeking an overall perception,and also bear definite purposes with appropriate supplements.From the perspective of students,they should master well the three steps of reading,enquiring and digesting.From the point of view of the teacher-student and student-student communication,teachers should trigger students' interests, create situations,direct values and promote cooperative learning among students.After half a year's efforts,the author explored integrated understanding in the teaching experiment,and achieved the expected results.The students are improved both in motivation and academic outcomings.