A Research On Text Interpretation Concept And Strategic Change Of Contemporary High School Chinese Teaching

Contemporary middle school Chinese teaching philosophy and strategy of text reading has historical stage characteristics changes.To research the theory and strategy,to clarify the development history of language teaching text interpretation,to compare different historical period strategy of text interpretation and to form the scientific text reading philosophy attach importance to serving modern Chinese classroom teaching,enhancing the quality of Chinese teaching,building students' Chinese quality and ability.In 1950 s,Chinese teaching text compilation and interpretation was more based on former Soviet Union's teaching pattern.At that time,because the education though of Kairov Ivan Andreevich was rewarded and respected deeply,the compilation of subject matter was strictly according to teaching outline,which formed a single teaching text interpretation.Between 1960 s and 1970 s,Chinese teaching material compiling has moved to standardization gradually after experiencing bringing order out of chaos from cultural revolution to reform and open up.By 1990 s,compiling of Chinese textbook has reached a stage where we began to have more than one series of textbooks under the same syllabus.Text interpretation presented diversity.Although the teacher centralized phenomenon was widespread,the text interpretation showed diversify characteristics and it reached a bland new stage.With the new curriculum standard coming into effect,humanism,personalized and diversified are the mainstreams of text interpretation.It is the important consensus to respect students' right of text interpretation.Studying the text interpretation deeply to high school Chinese teaching,knowing the text interpretation from the height of the historical development,mastering the new cognitive science text consciousness and methods can help Chinese language teaching in middle school.