Accepting Aestheties With Literary Reading Teaching Of "multiple Reading"

In middle of 1980's, acceptance of aesthetics was introduced to China shortly after the rapid penetration into the field of teaching Chinese reading, especially the teaching of reading literary works among the better interpretation of the past literature is occurring in the Teaching of Reading embarrassing "multiple interpretations" phenomenon. On the one hand, accepting that the aesthetics, literary works, there are a multitude of "undetermined" and "blank spots", it is these "undetermined" and "blank spots" constitutes the text of an open structure. It calls on readers to activate their own life experience, the mobilization of knowledge acquired, imagination, thinking power and creativity to their different ways to give "undetermined nature" to the exact meaning and fill the "blank spots", so that the reader's creativity to be released, so that the meaning of the text into a state of constant construction. On the other hand, reception aesthetics also pointed out that prior to reading the text, each reader will already have a point to text and text to create a cognitive structure, life experience and literary experience, and other factors, these factors directly affect the reader's reading points to reading level and reading the results. The reader's horizon of expectations because there is often quite different, so every reader will inevitably lead to significant differences in interpretation of the text, giving the literary interpretation of the diverse and changing. Therefore, the acceptance of aesthetics should be viewed as the teaching of literature to read "multiple interpretations" than "a thousand readers have a 1000 Hamlet" Meaningful profound theoretical basis for a much more important. Began in the early 21st century the Chinese Language curriculum reform of basic education to advocate "people-oriented" education philosophy, strongly emphasized that "personalized reading", "explore the nature of reading," "creative reading," full respect for the students to read the unique experience and insights to literary texts as students explore the nature of reading and reading ability by virtue of the creative and conditions, but also for the teaching of reading literary works in the "multiple interpretations" to stir things up so quickly has witnessed a boom. However, extremes meet. Followed is the teaching of reading literature appears in random "multiple interpretations" of the generalization of the phenomenon, immediately attract people's questions and discussion:As a student readers can be simply equated with acceptance of aesthetic sense of the readers? Literary texts as teaching materials, can not reach the basic goal of reading instruction meaning? In fact, precisely because it diverts attention from the reader to accept the requirements of aesthetics and the readers as well as the text emphasizes the individual nature of the structure of prescriptive call to ignore the students as readers look forward to the limited field of vision and reading activities interfering groups as well as text reading time and space limitations and the specific objectives of the clarity of reading and other special circumstances that led to literature emerged in the Teaching of Reading "multiple interpretations" of the generalization. Therefore, the teaching of reading literature in the "multiple interpretations", it is necessary to in-depth study to comprehensively grasp the acceptance of the theory of aesthetic meaning, and also fully consider and closely integrated teaching of reading and understanding the laws of objective reality. On this basis, by as much as possible close to the real and concrete to fill gaps in the text, appropriate and other strategies to expand fair and reasonable extension of the real and effective "multiple interpretations."...