On The Personalized Reading

Although an ancient subject, the individuation pedagogical thought is commonly in the dearth in the reading of the Chinese text. The phenomenon has attracted the concern of the educators. With the stipulation of the new Chinese Curriculum standard, they subject the individuation education to practice, which has made some achievements. The Compendium of Basic Education Curriculum Reform (test edition) stipulates: "Theoretically, any individual must admit that it is impossible for all the people to get effective performance in the single side of intelligence. Practically, an individual must admit that any educational method benefits mostly a small number of students. If teachers consider the individual differences among the students and demonstrate what the students have learned to others, all the students can receive the same education of a higher standard. Every student can obtain his utmost development." Probing into the individuation reading from the angle of the students, this study mainly reflects on the reason why individuation is in the dearth during the process of students' reading in an effort to seek solution to the problem and try to change the situation of the students' apathy to the Chinese language course for the realization of a full understanding of the text. The purpose of the study is to demonstrate the stress of humanistic thought and to promote the continuous development of the individual student.This study is divided into five parts. From the perspective of philosophy, psychology and sociology, the Forward, through the understanding and consideration of individuation, presents a comparatively, comprehensive interpretation of individuation. It also studies the domestic and foreign development of history of individuation education.The first chapter is developed through the discussion of the Chinese reading problem in reality, analyzing the loss of individuation reading. It expounds the need of individuation reading from the aspects of the present pedagogical reform, the structure of the student's intelligence, the criteria of the Chinese language course.The second chapter is clear definition of the individuation reading and an elaboration of the problem from the perspective of connotation, target, and characteristics. Therefore, if only the students participate actively in the reading and to form an independent understanding of the text according to the reading habit of their own, if they can verify themselves in understanding and without digression, the reading, can be viewed as individuation reading.Chapter three discusses individuation reading from some related theories. It reconsiders individuation reading under the context of constructivism, dialogism, reception aesthetics and multi-intelligence. The chapter probes into how to guide individuation reading through these theories.Chapter four is the implemental strategy and evaluation of individuation reading. Researches and practices testify that accurate strategy can effectively promote the individuate understanding of the students. Some experts put forward a series of strategy aiming at reading strategy teaching. These strategies are also suitable for the individuation of the students. In the process of implementation, how to handle the strategies becomes the key element of individuation reading research. In addition, the transformation of the evaluate pattern has an important effect to individuation reading. The sufficient embodiment of students' individuality has already become the standard of evaluating the individuation reading.