Study On The Current Situation And Countermeasures Of Senior High School Lyric Prose Reading Based On Hermeneutics

In the requirement of compulsory course learning,the Chinese curriculum standard of ordinary senior high school puts forward that senior high school students should have the consciousness of acquiring and organizing language materials and activity experience in life and study.To participation in the process of reading,experiential,inquiry-based learning style is given priority to,and under the guidance of teachers enable students to multi-angle and multi-level to read,to obtain a unique aesthetic experience.Therefore under the guidance in class mark lyrical prose reading teaching high school will strive to build a open their own lyrical prose reading environment,build effective classroom dialogue,and deepen the understanding of the text,between teachers and students in the conversation in text based on the basis of multi-angle multi-level interpretation of the text.Today,however,in high school lyric prose: the teaching of reading and the students read the lyric prose knowledge reserves is insufficient,the student reads the text knowledge transfer is not enough,affects the student to the lyrical prose text interpretation;The interaction among the main elements of classroom dialogue,such as middle school students,teachers and texts,is not reasonable,and the effectiveness of classroom dialogue has not been fully realized.The lack of in-depth dialogue between students and teachers and the lack of in-depth text mining between teachers and students have seriously hindered the visual integration of students,teachers and texts.This teaching situation has greatly reduced the quality of lyric prose reading teaching.Based on the above issues in this paper,based on those hermeneutics theory and combined with the 2017 revision of the "ordinary high school language curriculum standard",in view of the problem put forward the coping strategies: first of all,to activate the students’ subjective initiative,by increasing the students’ reading time,the organization competition activities to improve the students’ interest in reading,to enrich students’ knowledge in lyrical prose reserves;Secondly,the dialogue between teachers,students and teachers should be carried out to establish the main role of teachers in the classroom and fully develop the dialogue ability between teachers and students and between teachers and students.At last,the original ideas are constantlyupdated through in-depth dialogue to promote the emergence of new meanings,and finally achieve the visual integration of text,students and teachers.