Text And Text Interpretation

"Chinese course standard of full-time compulsory education" (experiment draft) by 2001 and "ordinary high school Chinese course standard (experiment)", in 2003 made by national ministry of education, reflect the scientific spirit and humane spirit. The new Chinese course standard are put forward a lot of new ideas of reading. "Reading is main way of collecting and processing information, understanding world, developing the thinking and appreciating fine experience. So teaching of reading is process of dialogue among students, teacher and text." On the basis of reviewing and introspecting teaching history of "Chinese reading", this paper choose the angle of the text and try to construct the "Chinese reading" teaching view which combines the field of readers and the field of the text. On the basis of these, the background and logic point of beginning of the paper is investigating the text in the theory, the purpose of the paper is the discussion about the way of reading teaching.The teaching of "Chinese reading" has experienced endless and difficult development, which contains a lot of experience and achievement. However, we must face the problem. Taking a wide view several thousand years of the "Chinese reading" teaching development history, there are various phenomenon, such as political intervention, reasonable dismemberment in the philological theory and casually reading, which are included self-imposed exile tendency in the lever of the text reading by the writer.Text is the existence form of the works that the reader hasn't read. The literary works occupies decisive proportion in the textbook of middle school, therefore, this paper mainly discuss around reading of literary works. The literature text should be appreciate beauty structure system from the multi-layer of the form and mile, which mainly include the literature language layer, the literature image layer and literature das Bedeutende layer. The interpretation of the text is the readers' activity of reading, comprehending and explaining the literature text. Accompany with the creation and development of the activity to the text reading, the western literature theory field begins from the different purpose, points to different reading object and flows out the three greatest reading theories, which are the "Writer as the center", "Text as the center" and "Reader as the center". Under the guidance of the text theory and text reading theory, the view of "Chinese Reading" is also changed from the text reading theory of tradition toward that of visual field fusion, which is the meaning of text is decided by the collision and communication each other between the readers' expecting field and the field. Under the guidance of the reading view, the core of the teaching of "Chinese reading" is generating of the text meaning. The meaning of text is a third product by the blending of the text's view and the reader's view. The generating of meaning is put in the two dynamic historical course of time composed by the text's time and the reader's time. The meaning is generating towards the limitless possibility theoretically with the lapsing of historical time. However, the generating of the text meaning is decided by the blending of four main factors each other which are the author, the text, the language environment and the readers. The course of blending each other works functions by means of the appealing structure, and the real intension of the appealing is uncertainty and blank, which exist among literary works' layers varying from intonation and pronunciation to thoughts and feelings, whose superposing and contacting is the basic operating mechanism of literary works' uncertainty and blank of meaning.The course that the text's view and reader's view blend and generate the meaning is a course of "dialogue" in essence; therefore "dialogue" occupies a curial position in the teaching of Chinese reading. Dialogue is the noumenon way of people's existence, and the generating factor of reading's meaning. In the interaction, the reading teaching of dialogue carries out the equal position of the corpus who hand over with each other, then realizing the dialogue result of the creation. In the classroom instruction, it expanses as: experiencing in the dialogue with text, and interchanging in the dialogues between teacher-students and student-students, and reviewing in the dialogues with oneself. Ultimately, it would promote teachers and students especially students to generate themselves.