The Research Of Multiple Interpretations In Language Classroom Teaching

Chinese language teaching classroom teaching is the most important aspect of reading instruction is the language classroom "top priority." says: "Reading is to collect processing information, understanding of the world, and the development of thinking, which was an important way of aesthetic experience. Reading instruction is the process of dialogue between the texts, students, and teachers, to cultivate students' gradually exploring reading and creative ability of reading, advocate a multi-angle, creative use of reading, reading, reading reflection and critical thinking space, expand and improve quality of reading". Requests we change the tradition "the simple determinism" classroom instruction pattern, carries on "the multi-dimensional explanation" to the language teaching material text. In the recent years language classroom instruction multi-dimensional explanation process, has the teacher " the words hegemony" and the student "misread" and so on questions and other issues re-analysis of classroom teaching, light reading, making multi-classroom reading a mere formality, and even deviate the multi-dimensional explanation to have righteousness. This article embarks from the text multi-dimensional explanation's origin, try to explain the meaning of multiple interpretations and theories to interpret, and explore the diverse interpretation of the implementation of classroom teaching strategies, as well as the problems in the teaching process to reflect and adapt to new requirements of curriculum reform, and comprehensively improve the demands of Chinese language classroom teaching quality, make the reappearance of vigor and vitality.Full-text is divided into five parts. The first part is multi-language interpretation of the origins of classroom teaching, Such as language fuzziness, significance dimness, indefinite, the openness of the text, teaching material text particularity, reader's individuality explanation, as well as curriculum standard and teaching material text, discussed the text multi-dimensional explanation possibility and the necessity, then proposes the language classroom instruction multi-dimensional explanation significance.The second part is the theoretical interpretation of the language classroom, from the content of two levels of interpretation and theoretical basis for analysis. Text interpretation of the historical development and text interpretation center at this stage for us to make changes in classroom instruction. Multiple interpretation theory provides the historical basis and a realistic possibility, the development of post-modern educational theory requires us to from the past closed, certain, gradient the modern paradigm shift for the open, changing, and uncertain post-modern paradigm. Roman Ingarden literary phenomenology, Hans-Georg Gadamer's modern hermeneutics, Hans Robert Jauss of reception aesthetics and Wolfgang Iser's Reader-Response criticism, and William E Doll of Post-Modern perspective on curriculum and so on has provided the theory basis for the language classroom instruction multi-dimensional explanation.The third part is the interpretation of language classroom teaching multivariate analysis of the inherent regularity. The language classroom teaching is a special situation, in the language classroom, multiple objects of reading materials, the main body is the teachers and students, all of these decided the language classroom teaching of interpretation and general sense of the different interpretation of the text, had its special stipulation and requirements.The fourth part is the implementation strategy research of language teaching diverse interpretation. Classroom Teaching of multiple interpretations of the process is the process of dialogue among teachers, text and students. In the teaching process, only the teachers and students in close cooperation, sincere cooperation, can enter the text in the unique spiritual world in order to cross time and space, and the sage's founding fathers collision of ideas and exchanges in order to feel the unique charm of language teaching. Concrete is analyzed from three aspects: First, the question preinstall, lets "the multi-dimensional explanation" launch in the dynamic production; Second, the development synthesis, lets "the multi-dimensional explanation", in "the thick product sends thinly" releases; Third, the guidance summarizes, lets "the multi-dimensional explanation" advance freely and quickly in "the text".The fifth part in view of the current Chinese teaching multiple reading a series of problems appeared in the process, in order to realize the real meaning. On the one hand, language classroom should adhere to "into the inside" and "beyond expectation"; On the other hand is to use various evaluation methods, arouses student's enthusiasm, and make them to participate in the process of teaching reading in the text.In short, the language classroom "multiple interpretations" is the process of teaching in the classroom, teachers and students around the teaching text dialogue, exchange and communication, multi-angle, multi-level, comprehensive reading of the text. At the same time teachers in a timely manner appropriate to the student's "multiple interpretations". This can realize "Let the language classroom full of life vitality" ideal state.