Studies Of The Teaching Theory And Practice Of Chinese Reading In Middle Schools Based On Hermeneutics

Contemporary hermeneutics is a kind of important philosophy ideological trend involving a number of disciplines, such as history, sociology, law, aesthetics and literature. It has profound and rich original ideas on theory in aspects of the understanding and interpretation of the text meaning, and its philosophical achievements provide multi-level inspiration for the Chinese reading teaching in middle schools. It is one of the important theoretical resources in exploring the mystery of the Chinese reading teaching in middle schools. This paper perceives the dilemmas and problems existing in the Chinese reading teaching in middle schools within the framework of hermeneutics, aiming to obtain the scientific concepts and reliable methods suitable for the Chinese reading teaching practice in middle schools. Apart from the introduction, this paper is divided into three chapters.Chapter One, hermeneutics and Chinese reading teaching in middle schools. From the traditional hermeneutics to contemporary hermeneutics, through the precipitation of the times and the sublimation of the thoughts, hermeneutics has changed a lot and continuously enriched the theoretical inspiration of its philosophic thoughts on the Chinese reading teaching.Chapter Two, construction of the hermeneutics concept in reading teaching. It integrates and extracts the prejudice, dialogue and vision in hermeneutics specifically, finds out the combining point with the Chinese reading teaching and makes detailed analysis, aiming to seek for the role of hermeneutics in the Chinese reading teaching in middle schools from the angle of hermeneutics.Chapter Three, the application of hermeneutics method in the Chinese reading teaching practice in middle schools. This paper classifies different styles of writing such as novel, poetry, and essay in accordance with the reading style, and seeks for the hermeneutics theory suitable for its own characteristics. Through combination and utilization, it completes the combination of hermeneutics and hinese reading teaching practice in middle schools more specifically and appropriately.With contemporary hermeneutics as the theoretical guidance and the Chinese curriculumstandards in middle schools as the concept, this paper connects the actual status of reading and advocates the multi-dimensional perspective of understanding. It actively constructs the “pre understanding” of reading and focuses on the dialogue and exchange in text understanding, thus promoting the integration of author, works, and text, striving to explore a new road in the philosophic thoughts of contemporary hermeneutics which is beneficial to the development of the Chinese reading teaching in middle schools.