Erroneous Zone Of The Multi-interpretation And Strategy Research In Reading Instruction

Reading teaching is the top priority in Chinese teaching, but for a long time readingteaching situation has been not optimistic. The traditional reading teaching used the “Unitaryinterpretation” as the way of interpretation. It only attached great importance to the reductionof the author’s original intention, and the people didn’t have any original idea. There was littleinteraction between teachers and students in the class. Then reading teaching efficiency wasnot high. With the new curriculum reform advocates the “Multi-interpretation”, the teacherssubvert the “Unitary interpretation” and try to praise the "Multi-interpretation" highly.However, with the deepening of the “Multi-interpretation”, a series of erroneous zonefrequently appear, like separating from the text, deviating from the value, the lack of guidanceand so on. Through the analysis of the erroneous zone in the “Multi-interpretation” of thereading teaching, it realizes that the “Unitary interpretation” and the “Multi-interpretation” arethe coexistence. So, the author tries to unify the “Unitary interpretation” and the“Multi-interpretation” from the relationship of the “Unitary interpretation” and the“Multi-interpretation” so that the author can solve the erroneous zone of the“Multi-interpretation” in reading teaching to improve the efficiency of reading teaching.This thesis mainly is divided into three parts.The first part is mainly to summarize and analyze the erroneous zone of the“Multi-interpretation”. Pointed out the erroneous zone of the “Multi-interpretation”, likeseparating from the text, abandoning the author and the writing background, splitting theintegrity of the text, deviating from the value orientation and becoming a mere formality.The second part mainly analyzes and expounds the causes of erroneous zone of the“Multi-interpretation” from the two aspects of the teachers and students.The third part mainly talks about in solving strategy of the “Multi-interpretation” inreading teaching. Hirsch’s theory is the theoretical basis. It analyses the relationship of the“Unitary interpretation” and the “Multi-interpretation” and puts forward the effectivemeasures of the “Unitary interpretation” and research reading to solve the erroneous zone ofthe “Multi-interpretation”.The “Unitary interpretation” and the “Multi-interpretation” influence each other and mutual restriction each other. The unitary will be air castle without the support of the“Multi-interpretation”. Meanwhile the “multi-interpretation” will get into confusion withoutthe objective guide of the “Unitary interpretation”. So, in the reading teaching, we shouldgrasp the relationship between the “Unitary interpretation” and the “Multi-interpretation” wellto make the reading teaching smooth.