Junior Chinese Classic Text Diverse Interpretation Of The Teaching Reflection And Practice

Middle School Reading multi-language interpretation has gone through three stages. The first stage is the simple-language Reading rebuttal phase, to begin questioning the authority the simple-language and criticize discourse hegemony created by this method . The second stage has begun to actively explore and try multi-reading methods, emphasizing student's independent reading, reading methods tend to free and varied, but there have been phenomena of reading from the text, and even the misreading of the text. The third phase begins to re-think calmly the relationship of teachers, students and the text. apply the theory to read the dialogue to solve the problems of the literature in reading.In the process of implementing the new curriculum, most teachers have a different level of understanding "multiple interpretations" theory. However, in actual operation of the process, many teachers think it's still difficult to grasp the"degree" of " multiple interpretations" teaching Because of the multi-sided interpretation of the understanding and excessive pursuit, there have been worrying Misunderstanding: ignore the value ,and absurd Joking; ignore the text, and random distortion; ignore the guidance, kick the tires. Teachers haven't got the actual capability in-depth study of the text itself and the value of the students , blindly require students to think out the diversity of answers, showing a high consumption of inefficient language classroom. Teachers in teaching how to deal with multiple interpretations, how to ensure that appropriate diversity and ? This will be a coach who should be thinking about.In this paper, the author explore how teachers guide students to the pluralistic interpretation of the text in the teaching of specific examples to essays, novels, poetry, fables in a common junior high school . New Curriculum for the "multiple interpretations" provides a scientific basis and an important prerequisite. If Educators understand that the multiple interpretation of teaching as a teaching form, then its role will be greatly weakened. To promote diversity of students reading the text should be a process, multiple interpretations of teaching is to improve the aesthetic quality of students , the process of creating beauty, to enhance students'ability to process and enable students to form correct aesthetic values through the process. Therefore, reading instruction should focus on multi-process and the results of the "optimization" rather than formal flood. The new curriculum standards in reading offer us the requirements of diverse, while also pointing out the direction of teaching multiple interpretations. How should we interpret the teaching to diverse students reading ability, it also need research and improvement of theory and practice .This paper raises teachers and students should reasonably grasp the pluralistic interpretation of the "boundary", we must fully study the text content, and comprehensively improve the quality of teachers, respect for the law of cognitive development of students and focus on the evaluation process. This is the only way to avoid the inefficiencies of diverse interpretations.