Research On The Teaching Strategy Of Text Reading With Multiple Aesthetic Implications

Since the new curriculum reform,Chinese Reading Teaching in our country has largely got rid of the extensive mechanical and one-way indoctrination teaching method under the traditional education mode,and various new and effective reading methods have sprung up.In the author's teaching practice,students unconsciously imagine the creation process of multiple subjects involved in the text in different time and space.In the process of interactive communication,teachers and students accidentally found the existence of multiple aesthetic implication text.In the text of multiple aesthetic implications,the whole or fragments of other texts will appear directly,which makes the text involve multiple creative subjects.Different subjects create texts in different time and space.The emergence of multiple subjects makes different time and space meet.The life circumstances of the creative subjects are similar or different.Their words collide with each other and have a dialogue across time and space.This brings a grand realm and unspeakable meaning to the text,which is multiple aesthetic implications.Multiple aesthetic implication text is a relatively new concept,which has a high value of text interpretation and reading teaching.Because there are few cases of famous teachers,the author has done a lot of teaching design,and put it into practice in the process of teaching practice,which marks the paper writing with a deep brand of teaching practice.Based on my rich teaching practice,the author makes a systematic study on the text of multiple aesthetic implications in order to provide more possibilities for reading teaching design and effectively promote the development of students' thinking and cognition.Text reading with multiple aesthetic connotations is a way of reading in accordance with the characteristics of the text and a variety of reading theories.This way of reading provides a new perspective of interpretation and analysis,and helps Chinese teachers to better interpret the text and design teaching.The text with multiple aesthetic implications is a kind of text with embedded intertextuality,focusing on the reflection and interweaving of the main text and intertextuality,focusing on the intersection of time and space produced by the main text and intertextuality,and having highly folded historical space and literary space for communication and dialogue.The text of multiple aesthetic implications should meet two conditions: first,embedded intertextuality is a necessary condition for the text of multiple aesthetic implications;embedded intertextuality is an intertextual relationship in which the intertextual text appears in the main text in the form of material entity,and the main text and intertextual text are created by different subjects in different historical spaces;second,the essence of the text of multiple aesthetic implications The core of God should be composed of three parts: the connected literary world,the overlapping historical space and the subject relationship of dialogue.The text with multiple aesthetic implications makes up for the limitations of single reading,enriches the existing stylistic classification,and interprets the connotation of the text in a deeper level,with three distinct characteristics of mutual infiltration,obscurity,and complexity.Intertextuality theory and spatial aesthetics theory are the two theoretical bases of multiple aesthetic implication texts,which provide theoretical support for multiple aesthetic implication texts to focus on text interaction and spatial dimension.The author draws nutrients from these two theoretical foundations,and puts forward four teaching directions to guide the reading teaching,namely,enlarging the most distinctive characteristics of the text,paying attention to the overall reading of the text,subverting the aesthetic significance of the text,and increasing the open space of the text.There is a huge reading space for multiple aesthetic implication texts,which makes it possible to produce more diversified deconstruction methods in reading class,and also makes it difficult to put forward very specific teaching methods and processes.The author carries out the research from two aspects: the static text interpretation level and the dynamic reading teaching level.On the static level of text interpretation,the author takes the typical texts "nuclear boat","a speech by Mr.Liang rengong" and "reminiscence of guizhixiang · Jinling" as examples,creatively puts forward the interpretation strategy of multiple aesthetic implications of the text,and proposes to cut into the text from the whole text,from the perspective of intertextuality,to design inclusive,hierarchical and homeopathic problems,so as to make the text clear Connect them in series.On the dynamic level of reading strategy,the author puts forward four reading methods: preliminary reading,cross reading,free reading and leap reading.The author requires teachers to consciously and purposefully introduce and expand the intertextuality in the main text.Under the reflection of the main text and intertextuality,the author takes the different historical space where multiple creative subjects are located as clues to guide students to excavate the multiple aesthetic implications of the text,so that students can integrate the original single and scattered text clues to form a cognitive force and weave a closely linked literary network To form the whole artistic conception of the text through the historical time.The author also tests the effectiveness of the teaching strategy of multiple aesthetic implication text reading with his own practical cases.Based on the author's own teaching practice,taking the typical text "nuclear boat" as an example,the author carries out detailed teaching design and teaching implementation,implements the teaching strategies,analyzes the ideas and design intentions of teaching design,analyzes the teaching effectiveness and problems according to this specific lesson,and improves the text reading theory of multiple aesthetic implications with the help of specific practice.The author believes that multiple aesthetic implication texts have unique advantages in improving teaching efficiency.In the limited time,multiple aesthetic implication texts create different reading classes,make up for the defects of text teaching,and provide students with broader thinking space,more cognitive perspectives,more flexible thinking paths,and more in-depth emotional experience.However,we need to pay attention to the following three points: first,reasonably explore the connotation of the text to prevent it from falling into multiple and boundless;second,meet the students' cognitive level to prevent it from being divorced from the actual learning situation;third,the interpretation points to the whole text to prevent it from being fragmented.The text reading of multiple aesthetic implications shifts the focus from "how to teach" to "what to teach",which leads us to pay attention to the change from the teaching method level to the teaching content,so as to return to the original nature of Chinese.How to make the multiple aesthetic implication text reading play a role in teaching needs more practical exploration of Chinese teachers.