Expand The Teaching Of Reading A New Chapter - The Reader Response Criticism The Theory Into The Language Reading Teaching

The requirement for the reading ability in present quick rhythm society interests us greatly in reading instruction of Chinese instruction. For a long time, Chinese reading instruction is a regular model of central idea analytic method. It is always considered to be "This text expressed - through the narration(description) of ... , it criticized ...", seeking the same answer, put a label on it. The teachers try every means to guide the students' thought into the scheduled range that the reference book has in advance to the subject analysis of the texts, thus shown as the orientation of seeking common ground of a kind of congnitive yardstick. This method ignores the difference of individual character of the students' reading thinking, neglects the abundant intension that the texts contain. At the same time, the students lack the experience of the understanding to the text. The innovative thinking is strangled. Their interests in reading become less and less. Because of such a realistic background, it is particularly important for the author to put forward the thoughts of reader-response criticism theory and study the operation nature of practice in Chinese reading instruction.Reader-response criticism theory is an important literature theory and criticism school which rose in sixtieth and seventieth times in the 20th century in USA. Its main branch of study is to research the relations between the readers and the texts. It probed into the readers' understanding, response and accepting to the texts. It also probed into the positive intervention of the reading course to the course of creating. This article tries to probe into the directive significances of the theory of some representations of reader-response criticism school to the reading and reading instruction, so as to help students to set up the interest in reading and we can also excite students' innovative thinking. And we also point out the weak of the theory and the introspection it caused in the reading instruction. We expect to cause vast Chinese teachers to carry on the further thinking and more research on Chinese reading instruction so as to turn over a new page on reading instruction. The thesis includes following three contents mainly:Firstly, enumerated and analysed the questions and mistaken idea in current situation in Chinese reading, put forward the necessity of the research. And then summed up the origin of the reader-response criticism theory, established the fesibility of this research. Reader-response criticism notes the readers' understanding course to the text, respects the students combine one's own experience to the effective understanding of the texts. Thus excite the students' interest of reading, embody the educational theory of happiness in reading instruction.Secondly, probe into the reader-response criticism theory's enlightenment to the Chinese reading instruction and the concrete tactics that use, embody an operation nature of the research. The theories of "meaning is event", how to treat "read by mistake", "influences among texts" ect. are significant to the theory of reading instruction methodology.Finally, the nature of subjectivity of the reader-response criticism theory brings the deficiency on directive significance to reading instruction. It makes us to review the role the teachers act in the teaching of reading and probe how to instruct the students to think independently, and balance the relations between readers, texts and authors during teaching.