Intertextuality-Based Chinese Teaching Of Reading Strategies In Middle School

Chinese reading teaching of Middle school always been an important part of Chinese New Course Standard,the teaching of Chinese course is still based on the text.However,the “pendulum phenomenon” in the practice process is still a big problem,on the one hand,the teachers are based on the text will inevitably lead to the closure of limitation of the learning system,on the other hand,the text far away from teaching material also make the classroom teaching completely deviated from the original text,and the practicability of the teaching material also sell at a discount greatly.How to solve this problem is still a question by worth many teachers thought in Chinese teaching.so I collected some problems to solved of Chinese curriculum teacher,and found many problems are link to use way of teachers’ text choice in this study.The first part of the article is an introduction,including the origin and significance of research topics,it’s defines the concept of text interdependence and the importance of its application in Chinese reading teaching,and points out that takes text relationship as the research object in this paper,.I summarizes the basic status of text interdependence applied in Chinese teaching research,establishe research objectives and key difficulties,and clarifies the research ideas and methods of this article.The second part of the article clarifies the research ideas and methods of this article.It Mainly about the analysis of the current situation of the application of text-related teaching in Chinese classroom in middle schools,through literature research,observation,questionnaire survey and interview,the paper analyses the results of the questionnaire survey,and analyses the current situation of the application of text-related teaching and the problems arising in the process in Chinese classroom.The third part of the article mainly aims at the problems arising in the classroom,and puts forward specific implementable measures.There are strategies and case design,including teacher’s pre-class preparation stage,the way of intertextual construction,the way of introducing intertextual and the method of organic integration of intertextual,ultimately strive to achieve the organic unity of instrumentality and humanism of intertextual teaching.The fourth part of the article mainly relies on intertextual teaching strategies,and puts forward requirements for both teachers and students in the intertextual teaching.From the perspective of teaching,both teachers and students should make adequate preparations for the teaching content of intertextuality,attach importance to the intertextuality and interpretation of texts,enhance the dominant consciousness of texts in the teaching of Chinese reading,and finally limit and plan the application of intertextuality,so as to prevent the use of texts from being borderless in Chinese reading classes of middle schools.Therefore,this study puts forward the implementation methods and strategies for the application of text interaction theory in Chinese reading teaching for the problem of text utilization in Chinese class,First,teachers lead students to read the text carefully and explore the meaning of the text together.Secondly,we can finding the correlation points between different texts to construct a intertextuality network successfully.Then the longitudinal extension with time as the main line,including the age line,Character line,subject line and cell line to bulid up the intextvention.And then with the concept of spatial context lateral extension to make the same kind of intertextuality in the same time for different papers and different people different building horizontal text network,So as to lead students reading text in extra-curricular,take the initiative to contact each other to explore the multiple meanings of the text,it’s also can enrich the students’ text reading experience,and gain more profound background of the text meaning and emotional experience through the intertextuality.Finally,we should strive to improve students’ moral cultivation and aesthetic taste,cultivate and improve their good personality and sound personality,as well as the initiative and enterprising spirit of independent of independent learning.