"Blank-leaving" In The Middle School Chinese Reading Teaching

“Blank-leaving” is a kind of painting skill in Chinese painting. It means that, in thepainting process, leaving some blank space to attract readers to think the purpose of theauthor’s creation by the strong contrast between black and white, void and solid. Thegeneration of “Blank-leaving” was closely related to the Chinese ancient Taoism. Such as“rare voice of big sound, elephant invisible”, which was said by Lao Zi.“soundlessness,intangibility, inaction”, which was said by Zhuang Zi. Such thoughts deeply affected theaesthetic standards of Chinese people and laid the philosophic foundation of thegeneration of the “Blank-leaving” art in the Chinese painting.The Chinese ancient Taoism not only affected the area of Chinese painting, but alsoaffected many areas including calligraphy, literature, music and so on. It embodied in the“Blank-leaving” in the painting, the “half-dry stroke” in the calligraphy and the “there’sno end to the words, but not to their message” in the literature.“Blank–leaving” in themiddle school Chinese teaching is the transplantation and reference of this artistic skill.The language curriculum standard puts forward a series of new requirements whichrequires the Chinese teaching not only need to impart knowledge to students but alsoneed to cultivate students’ innovation consciousness, thinking ability and aesthetic taste.Therefore, many front-line teachers and experts put forward that using some newmethods to change the phenomena of the traditional deficiencies of teaching efficiency,aesthetic taste and students’ language competence. The application of “Blank-leaving” inthe Chinese reading teaching in the middle school mainly to stimulate students’ interest,enhance students’ inquiry ability, cultivate students’ aesthetic taste and improve students’language expression competence. In the process of Chinese classroom teaching, on theone hand, teachers need to guide students to excavate “Blank-leaving” in the texts; onthe other hand, teachers need to leave some blank in the each teaching stage to letstudents have more time and space to digest, absorb and aftertaste knowledge so that theclass will be full of students’ thinking vitality.This paper is divided into four parts. The first part includes the background of thetopic, literature review, the research methods and the statement about why choose thetopic and the current situation of the specialists and scholars’ research about the topic.This part lays the theoretical foundation of the paper. The second part shows the particular aesthetic experience which “Blank-leaving” brings to appreciator through theapplication of “Blank-leaving” in Chinese painting and theoretical exposition, and itanalyze the philosophic background and psychological causes of the generation of“Blank-leaving” art with the aesthetic orientation of Chinese Taoism and western Gestalttheory. In the last, this part expounds the double meaning of “Blank-leaving” in Chinesereading teaching. The first meaning is the “Blank-leaving” in the texts. The secondmeaning is to practice the effective teaching strategies of “Blank-leaving” in teaching.The third part selects the questionnaire survey for the eight-grade students and teachersin the three middle schools in Hefei. It makes the statistical analysis on the survey dataand points out that there are some problems with the application of “Blank-leaving” inthe reading teaching at present. The last part aims at those problems to explore how touse the “Blank-leaving” effectively in Chinese reading teaching.