Junior High School Literature Class Text Reading Teaching And Research

The curriculum has been undergoing for more than a decade. Not only has the teaching ofChinese reading been stuck in the low efficiency and vapidity, but also more problems haveemerged. For example, the function of moral has been exaggerated one-sidedly; Chinese hasbeen used to educate the students morally; reading materials are off the main idea and areassociated with the reality casually, and Chinese classes have been turned into talk shows;teachers neglect the characteristics of the texts and the function of Chinese in the design ofteaching argumentative writing and expository writing, pan-cultural Dissemination； teachersuse the multi-media teaching so much that both teachers and students are in lack of thinkingmethods of Chinese. All of these are appealing the Chinese teaching to return to its originalnature.It has been bothered the Chinese educators how to make the Chinese classes more“Chinese”, how to lead the students to go deep into the texts and how to combine experiencesand teaching in the texts. Chinese educators have been in the argument. Based on this, thisthesis focuses on “text-close-reading”, intending to lead students to attach attention to texts, godeep into the texts, and to experience the characters, contents, emotions and beauty of the texts.In the first part of the thesis, the author trace back to the origin of text-close-reading tointerpret the root of the theory, which originated from the British and American New Criticism.Based on the theories above, the author explains “the literary ontology”、“IntentionalFallacy”、“Feeling Fallacy” and semantic analysis based on the context theory.Text-close-reading is a significant method of literature criticism by The New Criticism, whichrequests readers to analyze and explains the language and structure in texts from4aspects:ambiguity、paradox、irony、tension. Meanwhile, the author makes a critical analysis on The NewCriticism, and discusses the importance of text-close-reading in literary texts of junior highschool, combining the problems in the Chinese teaching. In the second part of the thesis, the author discusses the functions of text-close-reading inliterary texts of junior high school. There exist multiple meanings in one word of Chinese,symbolization of literary characters. Text-close-reading enables us to taste the multiplemeanings in the texts, appreciate the typical characters, experience the emotions and dig thesignificance of the texts.In the third part of the thesis, the author identifies the contents of text-close-reading fromstyle、language image、semantics, referring to Text Interpretation Theory by Cao Minghai.Currently, the low efficiency in Chinese teaching lies in the teachers’ incapability of textinterpretation, lack of Chinese thinking method and incorrect text understanding. It is requiredthat the teachers get rid of “interpretation surpassing the text”、“interpretation out of the text”、“interpretation by the pan—cultural dissemination”to enhance the abilities of text reading. Inthis part, the author intends to provide the teachers with means of instructing the students toclose-read the texts.In the last part of the thesis, the author introduces several methods of text-close-readingfrom the aspect of teaching strategies. From the third part, we have been aware “what to read”in text-close-reading. As a result, the author solves the problem of “how to read” in this part,that is, how to instruct the students to close-read texts from the style、language image、semantics.Different types of writing and texts lead to different reading stresses. The author selects5methods: close reading by reading、close reading by deliberate、close reading by reduction、close reading by compare and close reading by imagination, and lists various texts analysis andteaching cases, hoping to give assistance to the teachers in confusion.