A Research Into The Multi-interpretation Of High School Chinese Reading Teaching

As the general high school Chinese curriculum standard promotes, in reading teaching,by laying stress on personalized reading, we try to make our students achieve uniquefeelings and experiences in the course of active thinking and emotional activities whenstudents fully bring their life experience and knowledge into play. This kind ofpersonalized reading will surely bring about the multi-interpretation of the text. Combiningobservational method, survey, case study and documental analysis, this essay carries out asystematic study of the basic theory, present situation, and strategies as for themulti-interpretation of high school Chinese reading teaching. Besides, this essay points outthat, based on the theory of dialogue and receptional aesthetic, the existence ofmulti-interpretation is caused by the openess of the text itself and the differences amongreading subjects. The existence of multi-interpretation is not only the requirement forreading teaching put forward by the curriculum standard, but also the requirement for thecultivation of students’ creative thinking and teachers’ professional development. Inpresent high school Chinese reading teaching, the main facors that influence the regularimplementation of multi-interpretation are the alternative interpretaion, utilitarianinterpretation and flash interpretaion. In response, the writer of this essay puts forwarddimensional, choromatographic and divergent method of text interpretation, and carries outthe multi-interpretation of the text from its angle, depth and scope, which enables thepersonalized reading to develop in a healthy and orderly way.