A Research On Creative Misreading In High School Chinese Classroom

Misreading is an unavoidable universal phenomenon in the process of reading.Previous reading theory holds a negative view that it is an error for misunderstanding the original work,while modern theory recognizes it as a creative understanding featuring individuality and novelty.This thesis interpret s misreading in a literary sense: some misreading occurs as a mismatch between the author's original ideas and the reader's understanding;yet the mismatch implies a positive,unique or even aesthetic touch,which is reasonable and can be named as “creative misreading”.The occurrence of creative misreading plays a positive role both in learning and teaching: on the one hand,this reasonable comprehension enriches the original work,activates the class,inspires the students to read intensively and think independently and creatively;on the other hand,it is also an urge for teachers to improve themselves.The research on creative misreading in Chinese classroom high school is an embodiment of the New Curriculum Standard.For teachers,it is a reminder of valuing creative misreading and evaluating students objectively and correctly.For students,it is an inspiration and protection for their creative reading,helping them develop reading abilities,which is the most important goal of Chinese teaching during high school.According to the result of the questionnaires for 156 students in senior 2 and 25 teachers in senior high from the Middle School Attached to NUDT,the No.1 Middle School in WangCheng and the Middle School Attached to Hunan Normal University,creative misreading varies from school to school as well as from person to person.The occurrence of creative misreading is a result of many factors.From the perspective of text books,it owes to the charm of classic works;from the perspective of students,it results from the difference between different readers;from the perspective of times,it is the result of the development of history and culture.In addition,the New Curriculum Standard attaches importance to personalized reading experience and the teachers not only respect the students' personal feelings from reading but also encourage them to voice themselves when they have different opinions.Faced with the frequent occurrence of creative misreading,some teachers may deal with it improperly or even make mistakes.Based on the survey and teaching experiences,this thesis refers to some teaching strategies targeting at the issues mentioned above,along with rich living examples from classroom teaching.To be specific,the teachers are required to offer help as follows: motivation and inspiration for the students to read in class,which is the premise;instructions for the students to read intensively,which guarantee the possibility of creative misreading;requirement for the students to preview the passages;encouragement for the students to ask questions.For teachers themselves,they also need to update and improve their own knowledge and abilities,especially the ability to interpret texts.