Discussion On The Construction Of Intertextual Reading Instruction In Junior High School Chinese

To change the status of low efficiency with high consumption and help students develop inquiring and creative reading skills, we should seek newer, more effective methods of text interpretation in Chinese reading instruction. Therefore, this study suggests that we should establish intertextual reading strategy in junior high school Chinese teaching. Currently, the Chinese teachers'research on intertextual reading instruction is still in the early exploratory stage. Despite some teaching practice, they have not yet developed their study into a complete theory. This document based on reading and analysis of Western theories of intertextuality in combination with Chinese reading instruction practice, proposes the"intertextual reading instruction"concept, and gives a clear explanation of this concept. After discussing the positive effects intertextual reading has on"intensive reading","multi-interpretation"and"pleasure reading", the author focuses on how this teaching strategy can be put into practice in the daily teaching procedures. First, teachers should take advantage of the allusions, quotations, background information, relative texts, literary theory, modern media material and the reading experience for students to build inter-text. Secondly, the inter-text should be introduced at the proper time in an appropriate way with flexibility as a fundamental principle .Finally, teachers are advised to interpret the inter-text according to the introduction, notes, supplement, presentation and conception of the text. The added text is about the interpretation border of the inter-text to prevent the deviation in the reading instruction.