Application Of Aesthetics In High School Language Reading Teaching Acceptance

In1980’s, reception aesthetics theory was introduced to China’s literature research sphere from the Western academic field. During the past three decades, it has gradually developed into a kind of theoretical criticizing discourse with its distinguishing feature in the Chinese literature and art academic sphere. Meanwhile, it has encountered and been mingling with Chinese literary and educational theories and practices, and has been playing its special role in the reform of Chinese language and literature teaching practice in the new period. Based on the fundamental standpoints of the reception aesthetics theory, the author has carried out some certain research on the application of this theory in high school language and literature teaching practice, which may provide some useful suggestions on it. Through the in-depth study of the reception aesthetics theory, the author not only has found the positive impacts of the reader-centered theory on the language and literature teaching practice, but also recognized the drawbacks that the reception aesthetics theory one-sided emphasis on the position of readers in reading activities but ignoring the author and the text, that is, ignoring teacher-led role of teaching but pursuing the dialogue teaching, which is a "false teaching" phenomenon. In order to resolve this problem, the author points out that the backgrounds where reception aesthetics theory came into being and the reasons that it became popular must be made clear. Because of the long-term influence of text-centered theory, in the process of reading, the pursuit of author’s intent has been over-emphasized, but the reader’s unique reading experience has been ignored. Therefore, scholars such as Hans Jesus has put forward that only through the readers’ reading experience, could the literature works be the real work with true meanings; otherwise, these works are nothing but semi-finished products composed of words or characters. Under the specific historical backgrounds, reception aesthetics theory is intended to revise the "text-centered theory". But reception aesthetics theory itself is not a complete theory, which needs to be further developed and researched. The reading teaching practices in middle and high schools’ language and literature classes have not been able to meet the demand for the development of society. In the renowned debate over the fundamental reform in the field of middle and high schools’ language and literature teaching practices, the humanistic studies-led value has been taken as the pioneer of the reform; at the same time, reception aesthetics theory has been introduced into the reform practices in middle and high schools’ language and literature teaching. The unique trend of new-curriculum reform demands that teachers, as an organizer and leader of teaching process, should take students as the center, which coincides with "reader-oriented" theory of reception aesthetics theory. Reception aesthetics theory emphasizes on dialogues between the reader and the text. The reading teaching practices in the background of new-curriculum reform emphasizes on the multiple dialogues among teachers, students and texts. In the mixed process of reception aesthetics theory, dialogue teaching theory and the new-curriculum reform practice, middle and high school teachers study or reflect on the theory, high school Chinese language and literature teaching has made great progress. However, under the huge pressure from college entrance exam, there are still some problems that cannot be ignored in the changeable situations of the teaching environment in middle and high schools’ language and literature teaching practices, which deserves more efforts from both the education researchers and actioners.Focusing on the literature reception rule of high school students and combining with some certain problems that have emerged in high school reading teaching practices, the author has made some applied researches on this topic in this thesis. In the first chapter of this thesis, the author elaborates the origin of this topic and the related researches. In the second chapter, the author makes an in-depth study on the theories of reception aesthetics theory in the reading teaching applications of high schools’ language and literature class. In the fields of horizon of expectations and fusion of horizons, the author analyzes the three "expectation", that is,"text expectation"、"image expectation","intention expectation", and emphasizes on the various "horizon of expectations" of different students; In the sub-chapter of "evocative structure" and "implied reader", the author explains the internal appealing structure of texts for the readers from the perspectives of the uncertainties and blank in texts. In the third chapter, the author has made a thorough study on the real conditions of high schools’ reading teaching practices and points out some abnormal phenomena, such as negative impacts from the college entrance examination, students" lack of interests for reading, the over-interpretation on teaching texts in reading teaching practices as well as the so-called "false teaching phenomenon" in the background of dialogue teaching idea. In the fourth chapter, the author discusses the possibility of applying the reception aesthetics theory in high schools’ reading teaching practices. Furthermore, the author also puts forward some related problem-solving methods on conditions of updating teaching orientations, shifting teaching paradigms and renovating teaching models. Based on the fundamental standpoints of reception aesthetics theory aiming at solving the so-called "false teaching" problem in middle and high schools’ teaching practices, the author puts forward the following six teaching strategies, emphasizing on students’ pre-understanding and expanding horizon of expectations,applying oriented-expectation to guide students to self-interpretation, encouraging innovation expectation and activating students’ unique apperceptions, taking the advantages of the evocative structure of text to arouse students’ interests in reading, focusing on the blank of texts and encouraging students to multiple interpretations, paying special attention to education on teachers and preventing students’ over-interpretation on texts. Meanwhile, the author puts forward two hypotheses on application evaluations, that is, the evaluations on text-reading capability and on the multiple subjects and interactions among them finally, the author makes an analysis evaluation on high school teachers.Though reception aesthetics theory is still an imperfect theory system, the author does believe that with the endless efforts from both the researchers and teachers, this theory will gradually further develop, so high schools’ reading teaching practices under the influence of the former, which is also an aspiration for both the high school teachers and the author.