A Study Of Intertextuality Reading Teaching In Junior Middle School

The position of text interpretation in Chinese teaching is really important.As a Chinese teacher,text interpretation is the first basic skill that needs to be mastered,and it is the most core and most difficult basic skill.The rationality and professionalism of text interpretation ultimately determine the effectiveness of reading teaching.The relevant research on text interpretation has been developing,enriching and improving,but the actual reading teaching effect is still not significant enough,and there are still some outstanding problems.For example,most students' ability to interpret text is very weak,and the level of understanding of text content is relatively shallow.In-depth research can find that teachers do not pay attention to contact with other texts during text interpretation,so the interpretation horizon is relatively limited,and interpretation will be relatively isolated and single.This directly makes the students 'text interpretation superficial,even not really "interpretation",which seriously hinders the improvement of students' reading ability.Combining the proposition of intertextuality theory with reading teaching aims to explore efficient reading teaching methods,change the perspective of isolated and single text interpretation,and update old and solid teaching procedures."Intertextuality" is one of the modern Western text theories.The research,exploration and innovative development of Chinese reading teaching in China have increasingly shown far-reaching positive significance.Intertextual reading teaching means that in the teaching of Chinese reading,teachers consciously and purposefully introduce texts that are contemporaneous,simultaneous,or later,placing the text in a large number of related text groups,and guiding students to explore under the mutual reflection of different texts The process of the hidden meaning of the text.Intertextuality theory advocates a dynamic view of text and advocates placing text in text groups for interpretation.Intertextual reading teaching requires teachers to pay full attention to the connection between the texts when reading the text,starting from the text's connection,breaking the isolation of text interpretation,and breaking the traditional teaching mode of single text,so that students can actively establish Think deeply about the content of the text.This article uses literature research method,case analysis method and text analysis method to study junior middle school Chinese intertextual reading teaching.The main body of the full text is divided into four parts: The first part is an introduction,which analyzes the research background,current status and research trend of the selected topic,and explains the research purpose,significance and innovation of the article.The second part expounds the related concepts of intertextuality theory,the characteristics and value significance of intertextual reading teaching.In this part,the author combs the relationship between intertextuality theory and reading teaching,and focuses on explaining the characteristics and significance of intertextual reading teaching.The meaning of intertextual reading teaching to students,teachers and Chinese courses is listed in detail.The third part analyzes the application value of intertextuality theory in reading teaching in combination with the current situation and problems of Chinese reading teaching in junior middle school.The fourth part puts forward the specific implementation strategy and classroom architecture model of applying intertextuality theory to reading teaching.Combining specific cases,the article emphasizes the methods and strategies of comparison,categorization and migration,and discusses from the aspects of the selection of intertextual texts,the limits of text interpretation,and the structure of classroom models.In short,the author combined with the textbook to elaborate the application of intertextuality theory in reading teaching,in order to better explore the junior middle school Chinese intertextual reading teaching practice,and seek practical methods and strategies.