Explore The Path From Text Interpretation To Teaching Interpretation

In Chinese teaching,the importance of text interpretation is self-evident.Chinese teachers can dig out text content and meaning through text interpretation,but only through teaching interpretation can the textual teaching value be truly implemented.Teaching interpretation refers to a kind of text-interpreting behavior peculiar to the field of Chinese teaching.It is different from text reading in the general sense and expert interpretation in the field of literature and art.It is based on the text,serves teaching,and points to the implementation and improvement of students’ core literacy.Text interpretation has always been a hot topic in the field of teaching Chinese courses.However,the author knows from literature reading and data analysis that there is such a research "blind zone" in the current study of text interpretation in the field of Chinese curriculum.Most front-line teachers confuse general text interpretation with teaching interpretation in the field of Chinese curriculum.Even though some teachers are aware of the concept of "boundary" in the field of text interpretation in the field of Chinese education,they still find it difficult to translate the general text interpretation process into text and teaching in the field of language education.Therefore,this research has important theoretical value and practical significance.The introduction part reads and combs the relevant literature about "text interpretation" and "teaching interpretation" in the field of Chinese education nearly ten years ago,and analyzes the data from the dimensions of the research subject,research level,research perspective,research topic,and rational analysis.Difficulties and blind spots in text interpretation in the field of current Chinese teaching;In the first chapter of the thesis,the author first defines the related concepts of "text interpretation" and "teaching interpretation".At the same time,the nature of the changes in concept usage is qualitative.The second chapter of the thesis is a comparative analysis of the connection and difference between "text interpretation"and "teaching interpretation".It discusses from the four dimensions of theoretical reference,value orientation,interpretation perspective,and interpretation content to summarize the differences in teaching interpretation.the last part of the thesis is to explore the "boundary" of teaching interpretation.At the same time,it proposes a four-dimensional teaching from "interpretation three-dimensional" to"teachers,students,editors,texts" for "interpretation" to "stereo-interpretation" "Two practical paths.To sum up,the author starts from the multi-dimensional differences betweenteaching interpretation and text interpretation,explores the "boundary" of teaching interpretation,and further plans a clear and operable "transformation path".With a view to giving frontline teachers of education and teaching a new perspective and practical approach.