Research On The Teaching Of Junior Middle School Chinese Reading Based On Intertextuality Theory

Intertextual reading teaching,as a new teaching method of Chinese reading in recent years,has achieved remarkable progresses in the specific reading teaching practice,but at the same time there are still many deficiencies.It is of great significance to analyze,research and propose corresponding solutions to improve the efficiency of intertextual reading teaching in junior middle school.From a theoretical perspective,as the direct theoretical source of intertextual reading teaching,the theory of intertextuality has been applied to the teaching of Chinese subjects for only a few years.Therefore,the theory of intertextual reading teaching is still not rich enough and needs to be improved.However,from a practical perspective,many chinese teachers have spontaneously adopted an intertextual reading teaching method when they do not know the theory of intertextuality,thus making the new reading teaching method of intertextual reading teaching presents the phenomenon of “practical first,theoretical lag”.On the basis of this reality,through the investigation and analysis of the current situation of intertextual reading teaching in junior middle school,it is more operable to find problems and propose solutions to improve the efficiency of intertextual reading teaching in junior middle school.The main body of the thesis is divided into four parts: the first part mainly adopts the literature research method,and expounds the intertextual reading teaching and related concepts from the theoretical level.Firstly,the theory of intertextuality is combed from the perspectives of both Chinese and Western.Secondly,the concept of intertextuality and intertextual reading teaching is expounded and constructed,the psychological basis of intertextuality,intertextual reading and intertextual reading teaching is explained from the perspective of psychology.This part is the theoretical basis for studying intertextual reading teaching and is an absolutely necessary theoretical support for this thesis.The second part mainly adopts the questionnaire survey method,through the investigation of the current situation of intertextual reading teaching among the teachers and students of several junior middle schools in several cities,to find out the effects and shortcomings of the theory of intertextuality in the actual reading teaching classes and analyses them.The third part is the key and focus of this thesis.Based on the result of investigation and the analysis of the result,the corresponding solutions are proposed,mainly from three aspects of learning intertextual reading teaching theory,the combination and construction of intertextualreading teaching texts and optimization of intertextual reading teaching methods.This part mainly uses the research method of case analysis.From the practical level,the frontline teachers' reading teaching examples are taken as the demonstration material to explain the proposed teaching strategy.The fourth part is carried out in the form of teaching cases,and the specific practice process of intertextual reading teaching is presented through a complete teaching case for further supplement and explanation.As a new reading teaching method,intertextual reading teaching is not a panacea.Of course,it is not applicable to all the texts and lessons of Chinese reading.However,from the perspective of textual intertextuality,it indeed provides a new way of thinking and method to Chinese reading teaching,so that Chinese reading teaching has a new way of presentation.At the same time,this thesis is only at a shallow level as a groping research on the problem of intertextual reading teaching.The author hopes it can provides some inspiration and help for many frontline teachers.