The Application Research Of Intertextuality Theory In High School Chinese Reading Teaching

Intertextuality theory came to the field of Chinese literary and art in the early eighties of the twentieth century from the West.Spreading in China for three decades,it changes gradually from the original "Europe and the United States" to the literary theory and critical discourse,which is widely used in Chinese literary and art circles.In the efforts of researchers of Chinese literary and art circles,intertextuality theory extends to Chinese literature and language education,and has become an important theory which is popular in Chinese education.Based on the basic viewpoints and concepts of intertextuality theory,this paper initiates a study on the teaching of Chinese reading in high school,and hopes to put forward new practical and pertinent suggestions for high school Chinese reading teaching.In the continuous study of intertextuality theory,the author finds that the sense of intertextuality plays an active role in the teaching of Chinese reading in high school.It also can be found out that intertextuality theory emphasizes the relationship between texts but ignores meticulous analysis of the text,brings high school Chinese reading teaching a certain degree of inconvenience.In other words,the choice of the intertextuality has not been well thought out,resulting in the intention of the text deviation.In order to change this inconvenience,this study starts from a historical point of view to study the background and popularity of intertextuality theory.Under the influence of traditional Chinese literary theory in a long term,the core of the reading texts is the "Tao" which it conveys,rather than the literary nature of the text,ignoring the common sense that "literature is the art of language".Christian and other scholars put forward the concept of "intertextuality"through the introduction of Chinese literay circles.It was boosted after been brought,and takes root in this fertile ground in China.The reason is that the intertextuality theory,without discarding the traditional "ask" literary criticism,began to pay attention to the formal analysis of the text,revealing the true meaning and connotation of the text through the textual reference relationship.But it needs to be realized that intertextuality theory is not a complete theory,and requires relentless research.At present,the practice of Chinese teaching reform is being carried out in various schools.With the revision and implementation of the new curriculum at the national level,it has made significant beneficial attempts and outstanding progress.Some successful reform models have been formed and summarized certain reform experience.Many teachers constantly update the teaching philosophy and methods,have been the pioneer of the reform of Chinese teaching.However,compared with the expectations of the public on Chinese teaching,high school Chinese reading teaching still possesses considerable problems,makes teaching effect unsatisfying.At the same time,the theory of intertextuality has also been learned by the reform of Chinese classroom teaching in senior high school.The reform of new curriculum requires high school Chinese courses to follow the principle that common foundation and diverse choice should be a unity.In detail,it should select learning content elaborately,improve learning style,and pay attention to the various of the original basis,self-discovery and learning needs and other differences of students.Meanwhile,it should stimulate students’ interest in learning,and create better learning conditions and a broader space for growth.This coincides with the intercultural theory of respect for the reader’s prior understanding.The intertextuality theory emphasizes reader’s reading experience and the influence of the knowledge structure on the understanding of the target text.The Chinese reading teaching under the new curriculum reform emphasizes the establishment of an open Chinese language classroom,which is the recognition of the students’ personality as a reader.Based on the intertextuality theory,this study explores the application of this theory in high school Chinese reading teaching in view of the confusion in reality.The opening chapter in this research discusses the beginning of this topic.Also discusses its suitable research from the beginning.Chapter two studies the rationality and inevitability of intertextuality theory in the use of Chinese reading teaching in senior high school.It mainly includes the origin and development of intertextuality theory,the main viewpoints and the theory of intertextuality applied to the theoretical basis of Chinese reading teaching in senior high school.The third chapter analyzes the current situation of Chinese reading teaching in high school under the background of intertextuality theory.This part by means of questionnaires for teachers,students,teaching materials three aspects to analyze the current situation of Chinese reading teaching in high school.The fourth chapter discusses the application of intertextuality theory in the teaching of Chinese reading in senior high school.The study first compares the similarities and differences between the intertextual reading teaching and the present "text reading" and comparative reading.Then,according to the present situation of Chinese reading teaching in high school,this paper puts forward the application strategy of intertextuality theory in high school Chinese reading teaching and designs a teaching design based on intertextuality theory.Although the intertextuality theory is not a perfect theoretical system,it has reason to believe that under the continuous exploration of experts,scholars and teachers,the application of intertextuality theory in high school Chinese reading teaching will be perfected.Meanwhile,the problems existing in high school Chinese reading teaching practice are going to be solved,which directs the future struggle of the author and other teachers.