The Research Of Multiple Interpretation In Chinese Reading Teaching In Junior Middle School

There are a lot of problems in the reading actual sate of the junior middle school students:the intrest in reading is too low,the amount of reading is too small,the ability of reading is too poor,and etcetera.Meanwhile,there are also many problems in the actual state of Chinese reading teaching in junior middle school:the interpretation of text is single,too utility to attending to the superficials and neglecting the essentials,the reading teaching is modeled,and etcetera.All of the problems above are caused by teachers,students and the evaluation.Therefore,the Full-time Compulsory education Chinese Curriculum Standard(2011)pointed out: multi-angle and creative reading based on the understanding of the text is advocated.There are not only theoretic basis but also realistic authorities for multi-interpretation of texts in reading teaching in junior middle school.Futhermore,multi-interpretation of texts in reading teaching in junior middle school is beneficial for the development of teachers and students.And it is also favourable to the implementation of the new curriculum.However,some priciples should be abided by: firstly,multi-interpretation must base on the text;secondly,multi-interpretation must fit in with the cognitive level of the students;thirdly,multi-interpretation must correctly grasp the value orientation.In order to carrt out multi-interpretation of texts,we can try some methods:first of all,we can construct dialogue teaching;second,we can improve teacher’s accomplishment;last but not least,we can enforce multivariate evaluation mechanism.Of corse,we should avoid the lack of the leading role of the teacher and the missing of teaching goals in our reading teaching.