Context And Non-default Language Reading Instruction

Under the promotion of the new round of curriculum reform, another overwhelming movement of introspection of the teaching method covering all the education circles. For the Chinese language reading teaching, some elites indicate that in order to change the existing situation , the teaching methods must be transformed from the "presupposition teaching" to the "non-presupposition teaching". For these recent years, some articles on "non-presupposition teaching" have been seen on the Chinese language teaching magazines in which these are some smart and far-sighted opinions. Take these research results as the base, in my thesis, I try to do some exploring works on "non-presupposition teaching" from the angle of "context". On the one hand, I try to understand the "non-presupposition teaching", on the another hand, I also hope that my thesis could lead to more researches and more attentions for the "presupposition teaching".My thesis includes four parts:The first part: criticism of the "presupposition teaching" on the field of Chinese language reading teaching. This part begins with the description of the "presupposition teaching" , mainly analyze the feature characteristic of " Tri-Departmental selfishness " , that is " Departmental selfishness of Explanation ", "Departmental selfishness of Teacher", "Departmental selfishness of Teaching Plan " and ends with the indication of the harmfulness of the "presupposition teaching".The second part: philosophical analyzing of the root of the "presupposition teaching'Mn this part, the effects of the Western Modernism thinking to the "presupposition teaching" is explained and then indicates that the "presupposition teaching" is more and more unable to pace with the development of the society .This result leads to the emergency of the reform of "Non-presupposition teaching".The third part:"Non-presupposition teaching" and the "Context" .This is themost important part of the thesisAt first, by the revision of the process of reading teaching, I take the process as the language communication activity of the teacher and students, students and students As it is the language communicating process, the "Context"must be created.On this base, I understand the "Non-presupposition teaching" as the reaction of the teachers and the students to the "Context" during the development and change of the reading teaching context At last, by the results of the researching on context on the interrelatated fields, I summarize four feature characteristics of the reading teaching context: certainty, gradation, production and transmission oThe fourth part: the value of the "Context " to the "Non-presupposition teaching".Combining the reality of the reading teaching, I indicate that "adroitly guide action according to circumstance" and "teaching students in accordance with their aptitude" should be accomplished with the development of the context during the "Non-presupposition teaching".