The Research On Teaching Strategy Of Multiple Interpretations Of The Junior Middle School Language Literary Work

The teaching of literary works reading plays an important role in Chinese teachingin middle school. As literature itself has ambiguity, openness and so on, the reader inknowledge and experience, there are large differences, aesthetic interpretation of thesame text, therefore, often have different answers, which formed the pluralisticinterpretation of literary works. This interpretation often will be reflected in the literaryworks in the reading teaching of middle school. Specifically, previous languageteaching often only the standard answer to the new curriculum reform, withoutinterpretation; language teaching after the new curriculum advocates multipleinterpretations, but sometimes appeared over interpretation, multiple unboundedphenomenon. Therefore, how to use the multiple interpretations of the guidance of theconcept of the Chinese Reading Teaching of Chinese reading, has become an importantissue worth studying teaching. This paper based on the clarification of multipleinterpretations and its related concepts on the teaching of junior high school, focusingon the reading of literary works, from the point of different types of literature in termsof the interpretation, through specific teaching cases to explore the specific strategiesof junior middle school language literary work of interpretation, in order to contributeto the work of Chinese reading teaching the current literature in middle school.Thethesis consists of three parts:The first chapter outlines ambiguity. The concept of multiple interpretations wereintroduced, and through combing the domestic and foreign the pluralistic interpretationof the theoretical results, found that the current in multiple reading achievements andproblems. Through the study found that the theoretical results of multipleinterpretations of the rich, but for how multiple reading theory and the teaching ofChinese reading combination involved less, so in this part from the junior middleschool language literary works, and the new curriculum of junior middle schoolstudents, three aspects of the teaching of literary works need multiple interpretations ofthe view.The second chapter the current junior middle school literature teaching ofinterpretation problems. This part starts from the perspective of text interpretation, put forward some problems on the current interpretation of the text andshortcomings, mainly including three aspects deficiencies and deviations, theinterpretation of the text interpretation of the single, multiple unbounded.The third chapter of junior middle school literature teaching strategies ofinterpretation.This is the emphasis of the paper, mainly divided into the understandingof literary works before the process of interpretation, works and readingcomprehension skills combined,the understanding of the works after the evaluationof the classroom teaching, and the order of multiple combination, through the specificteaching case to put forward the feasible teaching strategy.