Strategies Study Of Junior High School Chinese Teachers’ Text Interpret Ability

The ability of text interpretation is one of the basic skills which Chinese teachers are supposed to master.The text interpretation of Chinese teachers of junior schools directly determines the teaching content of Chinese courses,and affects the teaching quality.As the new curriculum reform is deepening nowadays,things have changed a lot in aspects of the classroom pattern and the way of learning.The new-type language classroom has made higher requirements for the text reading ability of Chinese teachers,whose reading ability have to be improved so as to adapt to the Chinese classroom.This thesis analyzed the status of junior middle school Chinese teachers’ ability to interpret texts as well as the reasons of their deficiency of the ability,and elaborated the strategies for cultivating Chinese teachers’ ability of text-interpreting.First of all,it defined the concept of text,text interpretation and text interpreting ability,and analyzed the reasons for the ability inadequacies of Chinese junior middle school teachers.They had some problems in the interpretation of texts,such as over-reliance on the online teaching references or resources,multiple interpretations of the text without boundaries,improper use of text interpretation methods and so on.There were two main reasons for these problems.Chinese teachers did not have adequate theoretical knowledge and text interpretation methods,and they were lack of learning and training for text interpretation before and during their employment.Secondly,it was necessary to analyze and improve the text interpreting ability of the junior middle school teachers because of the need for the characteristics of Chinese texts,the teaching skills and the need for professional development,and the development of teachers’ reading subjectivity and students’ inquiry reading.Finally,from three perspectives,it studied how to improve the text interpreting ability of the junior middle school teachers.From the perspective of the teachers-to strengthen literary cultivation,master textbooks,and enhance awareness;Teaching practice perspective-independent interpretation,fostering good reading habits,and establishing multi-dialogue language classes;educational perspective-reform pre-service education and improve on-the-job training.Among them,the teacher’s own learning and practice was the key factor to improve their ability of text interpretation,and pre-employment and on-the-job education would also play a catalytic role.The conclusion part was a summary of the full text.At the same time,it elaborates on the deficiencies of the paper.