Textual Comprehension In Reading Teaching And Its Internal Logic

Text comprehension is the basis of communication between teachers and students, and is also teaching the foundations of reading. Judging from the students to form conditions for text understanding, students themselves have "former understanding" is the prerequisite to the formation of text understanding; text the meaning of qualitative symbolic is a text, white space, and not the condition; exists in the time between the students and the text spacing is to facilitate students to understand the objective condition of the text. Specific ways of dialogue is to achieve the students understand the text, but the dialogue is not a means but a sense of teaching, it refers to both teachers and students at the reception, open to each other and listen to each other, sharing each other’s point of view. Such a dialogue is not a teacher of knowledge, meaning the text directly to students, but teachers and students together to reveal meanings in the text. Lead students to understand the key points of the text is that of dialogue between faculty and students, this fusion of sight and, more specifically, in the perspective of teachers and students in the integration process in view of one another and overcome self and others, in a more general sense, to achieve a rich and understanding the view of formation. Integration process is the view of said because the process of dialogue to reach understanding between the view of teachers and students there is a "poor sight", which exists in the understanding of the tension between the view and at the beginning of potential difference.Teaching students in the interpretation of the text or in a rigid or arbitrary, research on the students’understanding of the text from the text itself "scaling" problem are analyzed. In fact, the text itself is the best interpretation of limitations, determine the appropriateness of an interpretation should look at whether they take into account "the overall coherence of the text." In addition, the students understand the text understanding multiple loops in the process is an area that is important, but is not a concern. Not only the students’understanding of the text itself "before understanding" to form an understanding of cycling, and teachers’understanding of the text itself, to explain and understand, understanding of life and health are there understand loops.After analyzing the condition and process of formation of text understanding of students obtained a few principles and strategies to promote effective teaching. Effect of history means students’understanding of the text is changed, build, must fully pay attention to students’ original vision of instructional design and the link between the view of Professor text and integration possibilities. Principles intended to make teachers aware of reasonable spacing to spacing is essential for the students to understand texts, teachers must create some space to allow students to understand the dialectical movement between familiar and unfamiliar. Called into question issues of principle, also known as principle, it refers to the problem is to form the beginning of understanding, as Confucius’s dictum "learning without thought is useless, thinking without learning is perilous," said, learning and thinking, comprehension and problem together, no understanding of the issue will be a mere formality without comprehension questions will lose the meaning of existence. Self understanding principles are intended to let teachers know students’understanding of the text is ultimately rendered in the form of self-understanding, and only when students are in their own languages when you find the right expression in understanding can yield. In addition, the concept of language learning community and the emerging understanding of learning constitute social interaction support system and the creation of a knowledge-sharing, mobile and creative learning environment, student teaching strategies to better understand the text.To verify the reasonableness of the above internal logic to its guidance on teaching reading, interspersed with the last part of the application research of application instances to explain the principle of teaching.