Chinese Modern Literature Text Profound Teaching Research In Middle School

In essence, this research is the result of reflections on the present situation of middle school Chinese modern literature text teaching and new curriculum reform carries on the deep level teaching. New curriculum to deep literature text teaching, embodies The Times change and social development of the inner demands of text teaching, has important practical value and practical significance. The teaching of literary text is essentially the students pursue emotional experience and aesthetic pleasure and life growth process. Middle school language teaching material selected literary texts and usually has a paradigm, is after a long time of history after leaving the essence of the ebb tide, so only through the inprove language ponder, the analysis of the typical and vivid characters, complicated and profound or certainty of multiple themes, etc., to fully tap the hidden text connotation and meaning, can reflect the real "Chinese flavor", Chinese character. In view of this, this article puts forward on the teaching of middle school Chinese modern literature text on deep research subject. This research mainly USES literature research, classroom observation, case analysis and other research methods, according to the status quo analysis, theoretical interpretation, practice and reflection on the logic thinking of study of middle school Chinese deep literature text teaching, aims to help a gleam of Chinese teachers’ teaching practice to better realize the pursuit of new curriculum reform provides referential. Under the background of this study was to explore the new curriculum reform literature text teaching under the premise of development and the status quo, on the teaching of middle school Chinese modern literature text deep theoretical basis, connotation and characteristics of the theoretical interpretation, and mainly on the practice of the strategy of the macro and micro approaches were discussed, finally, the high school Chinese modern literature text profound teaching the academic review and reflection on the research subject. The full text specific divided into the following four chapters:This article first chapter first discusses the new curriculum standard "deep" requirements for text reading and appreciation, secondly analyses the new concept of curriculum reform brings to the text reading and teaching of the four "deep" concept transformation, namely the exploratory dialogue, reading, reading, and personalized reading and multi-level multi-angle reading experience. And the existence question, mainly is the text interpretation superficial vulgar drawbacks such as the perspective, the interpretation of classical texts, aims to lead the research topic, research deeper level of Chinese modern literature text teaching and learning.The second chapter formally explore deeper level of Chinese modern literature text teaching related issues. Firstly, this paper mainly discusses the profound theoretical basis, and the related research achievements of hierarchy theory about ancient and modern, Chinese and foreign text has carried on the simple combing, and combining with the theory of philosophical hermeneutics of "horizon fusion", new reading teaching idea, as well as the psychological cognitive development characteristics of middle school students, they for this study provides an important theoretical support and a solid theoretical foundation. Second, to make the detailed definition of related concepts. About what is the core concept of "deep teaching" of the text, this study define the main basis of it is the text of the level of theory, viggo, the principle of the zone of proximal development and draw lessons from the teaching ideas of "depth" of Chinese relevant theoretical explanations. Thirdly, we reveal the characters of deep text teaching, namely it is situated on the whole, the process feature of the distinguished, from dominant to recessive, embodied in:deep thinking training, deep emotional experience and profound cultural connotation, etc.The third chapter is main body and core part of the paper. First is discussed from six aspects on macro text profound teaching implementation strategy, and then from the Angle of the micro appropriate reference to the literary criticism of text and interpretation of intertextuality to discuss the specific way of practice. This paper illustrates very rich teaching case to argue with that. At last, through the back two teaching design case to carry on the effective depth of contrast research.Thesis in the fourth chapter is mainly on the profound teaching research topic of the text of the theory on the review and reflection. It first discusses the deep text teaching of teachers and students quality put forward higher requirements. Then pointed out that the contradiction of deep text teaching and its resolving way. Finally highlighted text profound teaching should avoid some of the problems, mainly is the requirement of text teaching on the basis of insist on instrumental to pay more attention to humanism, and stick to the principle of the zone of proximal development, do deep "teaching" but to responsibly and "deep", avoid by all means any high text message or read too much text meaning, beyond the students’ ability to accept.