High School Chinese Reading Teaching:from Text To Chinese Text Interpretation

The new curriculum reform had brought great influences and changes to Chinese teaching research and teaching practice.However,the curriculum reform was still in a groping stage as a whole.Although the new curriculum gave fresh blood,it still caused disagreements and confusion at the same time.In the teaching practice of the Chinese subject,main problems were that some were too conservative and others would understand it in their different ways.Especially as to the teaching of fiction reading,on the one hand,the traditional fiction teaching had already formed a fixed system and mode.The fiction reading classes,however,couldn't avoid the pressure.On the other hand,the redefinition of Chinese subject,which unified the humanity and instrumentality,had broadened the interpreting space of fiction in the Chinese classes.That meant that it was likely to result in "random interpretation".Targets were determined to be the six pieces of fiction selected from Compulsory third grade and Compulsory fifth grade among PEP textbooks.This paper took the new curriculum reform as the background to explain the over analysis and insufficient interpreting of fiction.From the perspective of literary theory,textbooks,curriculums and teaching methods,this paper explored how to carve out an approach of Chinese text reading that suited to students by absorbing experience of Chinese teachers working in high schools.