The History Of <Moonlight Over The Lotus Pond> In Teaching Interpretation

<The Moonlight in the Lotus Pond> was written by zhu ziqing in July,1927.It is one of his most famous prose.Over the past 90-year,it enjoyed great popularity among the readers.As a classic text in the textbook,what kind of literary interpretation and teaching interpretation does <The Moonlight in the Lotus Pond> have? What is the relationship between the two? How does its literary interpretation and teaching interpretation history have a revelation to Chinese language education? This is the main problem to be explored in this study.At the beginning of the Republic of China,when it is first published,the readers paid attention on its language style;after the establishment of People's Republic of China,because of particular political background,it is excessively enlarged the so-called “Petty-bourgeois sentiment” which embodied in “rambling in the lotus pond”,and covered characteristics of writing style;since the opening and reform,it is fully appreciated and analyzed,the subject,writing style and thoughts and feelings contained in it,have exploited sufficiently;when it comes into the new century,much more literature appreciation theories applied in practice,and the subject of this prose also analyzed from at more perspectives based on Psychoanalysis.In different periods,textbook editors is interested in the prose The Moonlight in the Lotus Pond.Before the new century,it was abridged in textbook,then its entire text is ready for teachers and students.In the last few decades,the selection of content of course,has developed in the same path with the interpretation of this prose,both of them assume a “Spire Model”.At the same time,there is more or less relations between the literature reading of a text and teaching reading of it.Coming into new century,“diversified comprehension” has taken challenge for teaching,it is the “selection of content of course” that becomes the focus which teachers and students paid attention to.Facing the complex situation,according to distinct times feature,this paper divided the period almost ninety years that the prose was published into four phases.By reviewing and summarizing the literature reading and teaching reading of this prose in different periods,we exploit the relation between literature reading and teaching reading at the same time,to find some solutions fornow dilemma both horizontally and vertically.