Research On Chinese Reading Teaching In Junior Middle School Based On Intertextuality Theory

Text interpretation plays an important role in Chinese teaching and it is the key to the success of Chinese teaching.For a long time,the relevant research on text interpretation has been studied,but actually application effect is not significant enough,there are still some outstanding problems.For example,students are weak in text interpretation and have a shallow understanding of the content of the text.To some extent,the reason is that teachers are relatively isolated and unitary in interpreting texts,and do not pay attention to the connection with other texts.This makes students' interpretation of the text too superficial,and seriously restricts the improvement of students' reading ability.The theory of intertextuality advocates that teachers should pay full attention to the connection between texts and start from the connection of texts to break the isolation of text interpretation so as to trigger students' in-depth thinking on text content.This article is the theory of intertextuality in the origin,the research status,the research significance and the research methods of the junior middle school Chinese reading teaching.What's more,this article account for the reason and the significance of the article by the research methods,there are the literature research,the case analysis and the questionnaire for research,and this article summarizes the domestic and overseas scholars on the research process of this theory.Secondly,the article summarizes the theory of intertextuality.In this part,the author distinguishes three concepts related to the theory of intertextuality.On the basis of clarifying relevant concepts,this article focuses on the practical value of intertextuality theory in junior middle school Chinese reading teaching.The application of intertextuality theory getsrid of teachers' and students' thinking pattern,broadens reading horizon,and makes deep interpretation of the text,so as to realize the "pleasant reading" of the text.Thirdly,this article investigates the application of intertextuality theory in junior middle school Chinese reading teaching,analyzes the application of this theory in reading teaching,and summarizes the existing problems in the application.Finally,based on the actual problems in the questionnaire,this article puts forward the implementation strategy of applying intertextuality theory to reading teaching.Combined with specific cases,this article discusses from three aspects: selecting intertextuality,introducing intertextuality and applying intertextuality,so as to provide theoretical guidance for the application of intertextuality theory in junior high school Chinese reading teaching.Under the guidance of intertextuality theory,class teaching mainly changes the isolation of text interpretation with the aid of intertextuality,and advocates the exploration of text meaning in intertextual relations.It plays an important role in deepening students' understanding of the text and improving their learning efficiency in class.The theory of intertextuality breaks the linear teaching mode of Chinese teaching and can change the traditional "immovable" way of text interpretation,which is conducive to the construction of three-dimensional and multi-dimensional Chinese reading teaching.