Diversified Interpretation Of Chinese Texts In Middle School And Practical Strategies

refers to the middle school Chinese text reading, the teacher’s effective guidance of the student to the text of a perception, understanding, the process of evaluation, the first text. In the process of reading, reading the main body of the teachers and students, through reflection on the object of related to a conversation with the author, finally realizes the experience and perception of the text, to achieve the final value of the text text. As the main body each have differences, text interpretation conclusions will also vary. Here, the differences are both the differences between students and students, and include the differences between the teachers and students. From the perspective of the biphasic and the subjectivity of education and learning, the difference between teachers and students, and the processing of these differences, there is no doubt more influential, and to a certain extent, the differences between students of processing is also the embodiment of the differences between the teachers and students.Has multiple text value orientation of middle school Chinese textbook, for the interpretation of the text should not only focus on the students’ practical life, and to pay attention to students’ practical ability, eventually adapt to modern society and the reality of the future society to people’s language ability and potential requirements. The text of modern education advocates the lifelong education, to lay a foundation for students after learning, pay attention to cultivate students’ self-study ability, lets the student can constantly self education and cultivate the ability of self development. Can also be understood as, diversified interpretation of the text can be for students to the development and lifelong learning can provide the necessary foundation support and power source. Words from the text, is not only a tool of communication, but also the carrier of cultural inheritance, and the culture itself. So for the diversity of Chinese text interpretation should also play education function, just constantly self culture, improve the students’ literary accomplishment, the life grade and life interest, develops the student individuality, build a sound personality.In Chinese teaching, Chinese language teaching in reading teaching has always been a priority, to improve Chinese teaching, text analysis is the key. Text diversified interpretation is aimed at improving the students’ Chinese accomplishment and implementation of personalized reading text. Today the language teacher has many problems in the process of text interpretation. For example, in the process of text interpretation is difficult to grasp the article focus, Rely too much on reference books; Understanding of a single, rigid; Lack of core value, these problems restrict the teacher deep reading of the text, is not conducive to improve the classroom efficiency, in this paper, starting from the problem of text reading, try to use the pluralistic interpretation theory and interpretation of the principle of interpretation the text put forward higher request, explore diversified reading strategy, make the teacher to read text can be more comprehensive and in-depth, and then enhance the effectiveness of the classroom.In short, in the process of middle school Chinese teaching reflects the diversity of the text reading, teachers and students around the text multiple dialogue, communication and exchange, from the perspective of multiple layer, multiple and comprehensive to read the text. Teachers should have appropriate to text reading seems, really do it according to their aptitude, so as to make our Chinese classes appear lively.