Intertextuality-based Chinese Teaching Of Reading Strategies In High School

Reading teaching plays an important part in Chinese teaching. With the advancement of High-school Curriculum reform, the following issue has become a focus for a large number of educators, which talks about how to broaden and deepen Chinese teaching of reading in high school so as to provide a platform for senior high school students to individualize and socialize and also lay a foundation for their future study and social life. The present research collects some problems that high-school teachers encounter in their reading teaching. Through careful analysis, the author finds that most of the problems are in relation to text-based and text-used.In order to better understand the text-based and text-used situation in reading teaching, the present research interviewed 8 high-school Chinese teachers, and observed 16 class periods of reading teaching, and collected some teaching plans and teaching reflections from 8 high-school Chinese teachers. After careful analysis, the following conclusions are reached. For one thing, the lack of guidance in putting theories into practice contributes to the problem of text-separation in teaching. For another, as for the using of texts, some teachers prefer to use more than one text to achieve diverse goals, while a larger proportion of teachers use insufficient texts which makes the meaning construction and emotional experience inadequate, and thus, students’independent reading skills are not enhanced. These problems and experience provide a reliable direction for improvement strategies.Because the majority of high school Chinese reading texts are literary texts, so the present research mainly focuses on the teaching of reading literary texts. Based on the intertextuality theory, the author will try to seek solutions to the problems. Intertextuality is produced during the creation of texts and text reading activities. From the perspective of intertextuality, a longitudinal text chain and a latitudinal text network are formed among texts and form an open space. In the reading activities, texts construct meaning through the recycle of explaining. Intertextuality enables readers to have a comprehensive mind that goes beyond time and space, and makes them enjoy a top-down and bottom-up interactive reading process. Besides, intertextuality helps readers to construct recognition through balance and achieve self-realization through the immigration of knowledge. Above all, the intertextuality theory liberates readers and reasserts to understand texts in multiple ways. Furthermore, it converges meanings and establishes cycle interpretation strategy.From the points of meaning construction and emotional experience and the cultivation of life-time learning, the researcher of the present paper thinks it is necessary to adopt intertextuality in Chinese teaching in order to solve the problems in real situation. The intertextuality theory is suitable for high school Chinese teaching, because it accords with students’cognitive development and the unity of and humanity in Chinese curriculum.In response to the high-school Chinese teachers’confusion in teaching Chinese and the text-based and text-used situation, and based on intertextuality theory, the researcher puts forward meaning construction and emotional experience strategies. Meaning construction strategies have five steps in the classroom. Firstly, the teacher guides high school students to read the text and explore the key words associated with other texts. Secondly, the teacher guides high school students to figure out the longitudinal correlation points, and then find out the prototypes and discuss with the comment texts. Thirdly, the teacher guides high school students to find out the latitudinal correlation points and capture the main idea of the text. Fourthly, with reasonable guide, the teacher can inspire students to associate with other texts and have a deeper discussion. Last, the teacher leads the students to review the interpretation process, and summarize texts and sum up the meaning of the text. The emotional experience strategies have the following two steps in the classroom. Firstly, the teacher guides high school students to associate with historical text and experience common human emotions. Secondly, the teacher instructs high school students to relate to the texts of the same name, the same writer and of the current time so as to experience emotions with others. Overall, starting from meanings and emotions, the proposed teaching strategies aim to use intertextuality theory to make high school students have deeper, broader and higher-level understanding on text meaning construction and emotional experience.Pondering on intertextuality theory, and based on real teaching experience, the present research tries to solve real teaching problems by proposing teaching strategies with the aim to provide some enlightenment for the research of Chinese reading teaching, and provide reference in the teaching for the large number of middle-school teachers.