A Study Of Multiple Interpretation Strategies In Middle School Chinese Reading Teaching

Under the background of new curriculum reform,there is significant change of Chinese reading class.Students’subjectivity is highly regarded,multiple interpretation is allowed.So students can have their own particular reading experience.Therefor,multiple interpretation have been unchangeable tendency in Chinese reading class,which is also a important reason occurring a lot of discussions about reading teaching.The paper starts with the problems of the application of multiple interpretation in reading teaching,based on the the The curriculum standard of Chinese in middle school,and then combine the the theory of educational psychology and the literary and artistic.Finally,to propose the practice strategies of multiple interpretation.The whole paper is divided into four parts:The first part is introduction.First,to describe the origin of the study.Second,to comb the previous studies on the problems,theories,and strategy of multiple interpretation,and then to explain the results and meanings of their studies.Third,to state the significance of this article from theory and practice.The second part is the analysis of application situation of multiple interpretation.Multiple interpretation in reading teaching is a basic requirement of new curriculum standards of middle school.However,there is also authoritative and single comprehension in reading teaching.Besides,there are some problems in multiple interpretation,like arbitrary interpretation,over-interpreting,and only to verify the known conclusion during teaching.So the author analyze the reasons of above problems from two main subjects in reading class:teacher subject and student subject.The third part is the theoretical basis of multiple interpretation.There is theoretical basis in multiple interpretation.The theory of educational psychology like constructivism and humanism theory.The literary and artistic theory,like implication in literary discourse,hermeneutic and accepts theory,the post-modernism theory,which provide a basis for multiple interpretation.But the post-modernism theory deconstructs completely the meaning of the text,the author,the mainstream values etc,which also promotes a series of problems in multiple interpretation that should be noted.The fourth part is the practice strategies of multiple interpretation.The article propose some practice strategies based on the problems of the application of multiple interpretation.Firstly,to inspire the students’ motivation in multiple interpretation.Secondly,operating multiple interpretation effectively based on the text.Thirdly,combining the historical context and modern perspective,in order to encourage the multiple interpretation internalized and promoted by students.And then give the example of Mr.Fuji-no,to analyse the text and make the teaching design.Although the paper concentrates on the practice research,it never neglects the importance of theoretical research.All the strategies have their theoretical basis,in order to make the strategies proposed more reasonable.Meanwhile,the author thinks that the purpose of the strategic paper is to use them into practice.Therefore,the paper gives the pacific case,designing the key teaching points and operating the whole procedure of the reading class.