Research On The Teaching Strategies For Reading Famous Works In Junior Middle School From The Perspective Of Receptional Aesthetics

Since September 2017,students in primary school and junior middle school in China have started to use Chinese textbooks prepared by the Ministry of Education.In the new Chinese textbooks of junior middle school,reading famous works plays a very important role and presents some new features.The most prominent part is the shift from the traditional focus on teachers and educational results to the focus on students and educational process.The shift is consistent with the intrinsic purpose and main goal of the theory of receptional aesthetics.It is well-known that the theory of receptional aesthetics has had an important influence on the domestic academia since it was introduced into China in the 1980 s.It not only attaches great importance to the subjective activeness of readers,but acknowledges the restrictive effect of works on readers as well.Given this,we attempt to start from the perspective of receptional aesthetics in the thesis,and introduce it into the Chinese mathematical analysis on reading famous works in junior middle school.The new perspective can improve students' autonomy and initiative to learn Chinese,enhance the classroom effect of teaching for reading famous works,and,in a sense,bring inspiration on methodology of exploring new teaching strategies on Chinese reading.Upholding the basic principle of unifying theory and practice and unifying history and aesthetics,the thesis discusses the teaching for reading famous works in junior middle school from the perspective of receptional aesthetics in detail through various research methods such as close reading and investigation and interview.It mainly consists of introduction,body and conclusion.In the introduction,the thesis mainly discusses the reasons and significance of the topic,overseas and domestic research status,research content,research method and new ideas.The body is divided into four chapters to elaborate thoughts in detail.In the first chapter of the body,from the perspective of theory sources,the thesis reveals the intrinsic relation and thought contradictions between receptional aesthetics and the teaching for reading famous works.First of all,the theory of receptional aesthetics is defined in the thesis,whose core idea is reader-centered.Before reading aliterary work,all readers have already been in a kind of understanding structure or knowledge framework.At the same time,literary text also has its own mechanism,which can encourage readers to read.There is a strong interconnection between the receptional aesthetics and reading famous works,which is mainly reflected in the evocation of the famous works,the openness of the aesthetic subjects,and the exchange of the reception process.The application of receptional aesthetics to the teaching for reading famous works in junior middle school has great significance for forming the concept of dialogue teaching,cultivating students' divergent thinking and improving students' comprehensive quality.In the second chapter,from the perspective of receptional aesthetics,the thesis analyzes the teaching difficulties and its causes of reading famous works in junior middle school systematically.From the perspective of receptional aesthetics,there are some problems in the teaching for reading famous works at this stage,which is characterized by: incomplete "reader-centered theory",insufficient use of "horizons of expectation" and incomplete understanding of "text calling structure".The reasons of above problems existing in the teaching for reading famous works in junior middle school lies in teachers' teaching,students' learning and reading itself.We can effectively solve those teaching difficulties by introducing the theory of receptional aesthetics into teaching.In the third chapter,we propose a kind of teaching strategy in reading,which constructs a dialogue relations between readers and texts.The strategy is constructed step by step in the following ways: first,we need to have a preliminary exchange with the text,which is mainly achieved by setting horizons of expectation to establish the dialogue goal and using the reading anticipation to clarify the teaching goal.Second,we need to have a deep exchange with the text.In this way,students can express their own views during class communication,and teachers also need to adopt various methods for teaching to free themselves from the teaching environment.Third,we should further have a pluralistic exchange with the text.We should expand extracurricular reading opportunities on the basis of reading famous works.Besides,while we carry out various practical activities,we need to strengthen otherinterpretations of the text as well.In the fourth chapter,combined with the teaching practice,the thesis summarizes the practical value and rethinks the problems that should be paid attention to in teaching on the teaching strategies for reading famous works from the perspective of receptional aesthetics.On the one hand,the important role of the teaching for reading famous works in teaching practice in junior middle school from the perspective of receptional aesthetics is mainly reflected in encouraging students to read texts actively,forming open and democratic classroom climate and giving play to the aesthetic education function of literary classics.On the other hand,we should pay attention to contradiction between reader-focused theory and author-focused teaching,and the contradiction between reading famous works and other contents,etc.In the conclusion,on the basis of summarizing previous parts,the thesis further rethinks the contradictions and problems that may exist in practice after introducing the theory of receptional aesthetics into the teaching for reading famous works in junior middle school,which will definitely guide us to move forward.