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On The Teaching Of Multilingualism In Chinese Reading Teaching In Middle School

Posted on:2015-04-20Degree:MasterType:Thesis
Country:ChinaCandidate:H ZhaoFull Text:PDF
GTID:2207330431472603Subject:Education
Abstract/Summary:PDF Full Text Request
Multiple reading has become the focus of high school Chinese reading instruction. On the basis of previous research, this article has made some research on the teaching practice of middle school Chinese reading from multiple subjects, multiple perspectives and multiple evaluations. The paper focuses on the analysis of the current problems existing in the multiple interpretations which is used in the middle school language reading instruction. The article is also based on the national middle school Chinese course standard, combining with years of multiple interpretations of teaching practice.This paper is divided into four parts.Introduction, which is the first part, aims to define multiple interpretations and expounds the significance of this research. Its purpose is to research the present status of the multiple interpretations of teaching high school reading.The first chapter is the summary of teaching multiple interpretations in the middle school Chinese reading. From four aspects, this part provides some necessary foundation for practising the multiple interpretations in Chinese reading. The four aspects are as follows, from the middle school language reading instruction, from the significance of the literary works, the necessity of multiple interpretations and the problems existing in the teaching of the middle school language reading.The main idea of the second chapter is the activation of multiple reading in the people and the texts concerned in the middle school Chinese reading instruction. The concerned reading body refers to the texts, teachers and students. The teaching texts have certain directivity to the readers. The teaching texts act as the carrier in the multiple interpretations. If the texts are required to get a personalized interpretation, the readers must follow the regular patterns to finish the tasks, like the aesthetic feeling of the course of forming the text and the forming features. In the class, the main people in the multiple text interpretations are the teachers and the students. Teachers are the main person who will carry out the process of teaching in the Chinese reading, while the students are the person who studies the texts. Only if we activate the main body of the multiple reading instruction in the middle school Chinese reading can we make a harmonious communication in the classroom, and the multiple interpretations of reading will go smoothly.The third chapter is about the ways in the high school Chinese language reading instruction, which are the methods of multivariate use and innovation. Predecessors’ research and practice in the multiple reading has achieved fruitful results. On the one hand, basing the research on the teaching texts, respecting the principal position of students, and paying attention to the method under the premise of guidance, we draw lessons from the results of other researchers and use some multiple interpretations of traditional methods. On the other hand, to internalize the literary criticism theory and to expand the multiple perspectives, we must use the multivariate evaluation methods to promote students’ multiple interpretations.The author hopes to provide some beneficial references for the teaching in the middle school Chinese reading through this research, and makes every effort to help the reading instructions to develop smoothly.
Keywords/Search Tags:multiple interpretation, reading main body, reading perspectives, multipleevaluation
PDF Full Text Request
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