Text Understanding Literature In The Teaching Of Reading And Misreading Of The Study

At the beginning of the twenty-first century, Chinese Ministry of Education carried out a series of language teaching reform and developed new curriculum standards for the turn of Western literary theory centers from the author pan-modernity to text-oriented or reader-oriented. With the increasingly promoting of new curriculum standards and advocating of multi-interpretation and personalization reading, it begins a new situation for read teaching while appears some problems, either, such as:the interpretation of texts from one standard answer in the past to no right answers or all right answers now, which lead to the generalization and neutralization of misreading or even result in the lose of lead role of teachers. This paper is rooted in theory of Literature and Art and closely linked to the spirit of the new curriculum reform. The writer tries to solve the above realistic problems in literary teaching, in order to thoroughly realize misunderstand reading, to review the leading role of teachers, and to guide students from unreasonable misunderstand reading to creative reading.This paper is basis on domestic and foreign studies on misreading theory, and interprets features and reasons of misreading during literature reading teaching. In the thesis, the writer also analyzed the significance and passive influence of misreading, and then put forward some practical strategies in teaching reading.The thesis consists of four Parts.The first chapter is theoretical overview. In this part the writer mainly illustrate some crucial conceptions, for instance, the definition on text, text understanding, text misreading, and clarify the relationships among text, article, and literature with misreading and right-reading, etc. the writer divided misreading into different types according to different dimensions, such as:positive misreading, negative misreading, and reasonable misreading, unreasonable misreading, etc. no matter misreading is reasonable or not, it is good way to develop students individual, independent and creative way of understanding. It is clear that reasonable misreading is significant for creative reading.Second part presents some necessary and possible reasons on emerging misreading. During reading procedure, "misreading" may result from the elusive authors'writing purposes, text appeal structures and students'unique expect perspectives, and so on. Otherwise, in specific literature teaching, both teachers teaching style and the "transcendence" of students as human being lead to misreading. Whether the result of misreading is reasonable or not, directly it relies on teachers'Chinese accomplishments and students'individual competence.The third part of this paper states influence of misreading. Text misreading for the one hand owns some relative rationality, such as:confirming the subjectivity of readers, valuing readers'active, positive, and creative participating, and promoting the development of literature works. The cross of subjectivity to inter-subjectivity is mainly reflected in the conversational relationships among teachers, students and texts. However, for the other hand, we need to notice that there are some negative influence, such as:hindering the comprehension of different cultures, ignoring the permanent meaning and beauty of literature works, and neglecting the inheritance relationship in reading and criticizing procedure.The fourth part of this thesis offers practical strategies for the sake of the influence of text misreading.Firstly, there are some strategies for role orientation of teaching subjects. The paper suggests that teacher should become a classroom organizer, guide and dialogist, meanwhile the student not only an educational object but also a learning subject.Secondly, it provides strategies to deal with teaching content. First we should base on the text,, then beyond the text, and return to the text last.Thirdly, this section provides selection strategies of teaching method, such as creating situation to lead student's horizon of expectation, making topics skillfully to stimulate student's interest, demonstrating at the right moment to correct student's mistake, constructing meaning by dialogue and cooperation.Finally, it provides some strategies for teaching evaluation. First, it has to transfer a closed meta-evaluation to an open multi-evaluation. Second, teachers should evaluate a student dynamically but not still.