The Application Of Text Perusal Theory In Junior High School Reading Teaching

Reading teaching is the basis and core of middle school Chinese teaching. With the deep going of the Chinese curriculum reform, Chinese reading teaching in junior middle school has already become one of the most important parts in new curriculum reform. Chinese reading teaching in junior middle school is an important method of improving the students'ability of using language, gaining emotional experience, forming good habit of Chinese learning. However, the reality of Chinese reading teaching in junior middle school is not positive. In the middle school Chinese class, many teachers can't get rid of the traditional teaching philosophies thoroughly. In the class, these teachers ignore students'predominant position, trend to train the students'after class reading in a utilitarian way, can't educate students'after class reading interest in a correct way, or even ignore the students'humanities accomplishment improvement. Many other teachers can't understand the new curriculum concept thoroughly or overdo the personalized reading. These problems have a bad effect on the efficiency Improvement of Chinese reading teaching in junior middle school. In consideration of the requirement of the new curriculum reform and the importance and current situation of Chinese reading teaching in junior middle school, it is necessary to introduce Text Reading Theory in Chinese reading teaching in junior middle school. Gaining a foothold in the text and starting from the text, the teachers should lead the students to interpret the text carefully and thoroughly. Meanwhile, students'predominant position should be outstanding. At the same time, the teaching should be based on the text, should attach importance to the students'emotional experience, should develop the students' literature and aesthetic taste and force the talking and communication among teachers, students, texts and the textbooks.This thesis, which draws lessons from the Text Reading Theory of British and America's The New Criticism and combines the scholars'new explanations and new concepts about Text Reading Theory in homeland, analyzes the necessary and advantages of close reading in reading teaching. This thesis also lays stress on the methods of Chinese reading teaching in junior middle school, and explores how to use close reading teaching in Chinese teaching in junior middle school. The thesis consists of six parts. Part one is the introduction. It makes a conclusion about the origination of the topic, research purpose, research significance, journals reviews about Text Reading Theory and research contents and research methods. This part paves the way for the following pats. Part two elaborates Text Reading Theory, including its origination, its new explanation, its principles, and its advantages. This part lays the theoretical foundations for the Chinese reading teaching methods and practice. Part three gives a brief introduction about the current situation of the Chinese teaching in junior middle school, the reasons and the necessity of using the Text Reading Theory. Part four, which combines the Text Reading Theory in true teaching environment, lists the four teaching methodologies in Chinese reading teaching in junior middle school. They are reciting, reducing, comparison method and imaginative text reading teaching method. Part five which combined with the Text Reading Theory analyzes how to use the Text Reading Theory in Chinese reading teaching in practice. The thesis expects to study the use of Text Reading Theory in Chinese Reading Teaching in junior middle school from an empirical point of view. Part six is the conclusion.