The Problems Existing In The Middle School Chinese Textreading And Its Countermeasures

Middle school Chinese teacher to the understanding of the text, determines the teaching quality of middle school Chinese text, which influences the whole middle school Chinese education. Looks balance, however, the current teacher’s text reading, or one-sided, or extreme. Embodied in: or simplifying, free, excessive interpretation of the text, or ignore the author through the emotions expressed by the text, or disregard for individual differences and reading experience. In this paper, the teachers with the text interpretation and, for the problems in practical teaching on the basis of the analysis of its causes, puts forward some countermeasures.This paper is divided into three parts:The first part is the investigation and analysis of the current status of middle school Chinese text teaching. Summarizes the situation of text teaching is based on the author during the internship, a middle school in changchun city, the text of the classroom teaching of view; The understanding of teacher’s text reading, the author has adopted a questionnaire. Because anonymous questionnaires taken form and the use of closeness, of teachers has made the most real problems reply. And, this middle school is the changchun city is in the forefront of teaching units, so, the author summed up in this part of the text interpretation problems real and universal.Existence question, the second part is teacher text reading cause analysis. Mainly from three aspects: a, teachers lack of the consciousness of text interpretation, which lack of Chinese text teaching responsibility consciousness; Second, the teacher bad text reading habits, this is the teacher for a long time to develop teaching habits; Three, teachers lack of the theory and methods of text reading, this is the most urgent problems.The third part is the author in view of the problems existing in the current middle school language teacher text interpretation of coping strategies. Specific to practice from three aspects: one is the distinguished comprehensively resolve, read by text semantic layer, this paper focus on the declarative text language, including the characters of intent and the authors own language intention, thus get the text highlighted by the image language to describe the image would be configuration, to get the deep meaning of the text thought. The second is the "true" from inner to outer in an interpretation, namely restore the real connotation of the text, which is a breakthrough "interpretation of it by external reading- from the text background, text, social background, the writer’s life situation, established personality aspects explain the text content, into the internal reading, considering the text, the writer and the reader, text mining point blank, repetition and contradictions text reading, so as to restore the text of" true "within. Three is the moderate absorbing literary text reading method, make the text of the teaching material has "literary taste". In numerous literary text reading strategies of two classes: first, highlight the "form" of the text, from all kinds of "form" of the text, image, symbol, and the prototype of the author’s emotional expression; Secondly, considering cultural influences from the text, in the interpretation of the text, attaches great importance to the text behind the cultural infiltration, so as to make the interpretation of the text is full of "literary taste".