A Study On The Teaching Of Chinese Reading In The Upper Grades Of Primary Schools From The Perspective Of Intertextuality Theory

With the implementation of the new round of basic education curriculum reform,curriculum standards,reading teaching status and teacher development needs all put forward higher requirements for Chinese reading teaching in primary schools in our country.Under this context,intertextuality theory,as a text interpretation theory,can provide a new practice approach for primary school's Chinese reading teaching.Intertextuality theory is based on the relationship between texts,using the relationship between the main text and other texts to construct a broad text interpretation space,and breaking through the limitations of single-text teaching through the reference of similar texts.Reading teaching from the perspective of intertextuality theory can not only provide reference for teachers to review texts,and help teachers improve text interpretation skills,but also help students expand their reading horizons and improve reading skills.This study uses text analysis and case analysis,based on the theory of intertextuality,and with the help of the five types of "intertextual relations" proposed by Gérard Genette,to provide a good understanding of the intertextual relations involved in the teaching of Chinese reading in the upper grades of elementary schools.Intertextualize the "intertext","paratext","metatext","hypertext" and "architext" appearing in reading teaching,so that the intertextuality theory can provide more guidance to the teaching of Chinese reading in primary schools.On this basis of the class records from the four famous teachers: Wang Songzhou's "Fengqiao Night Mooring",Jiang Junjing's "Grandfather's Garden",Lin Xin's "Serving the People",and Dou Guimei's "Shu Dai Song Painting Cow".Analyze and explore the intertextual relationships that exist among them.Based on the above analysis,the following enlightenment can be drawn.When teachers apply the theory of intertextuality to the teaching of Chinese reading in the upper grades of primary schools.Firstly,they should clarify the order of text and choose the entry point of intertext;Secondly,they should pay attention to the boundary of intertextuality to suit students' Perception Knowledge Level;Once again,intertextual reference should be used to strengthen students' reading experience;Finally,cultural accumulation should be increased and the ability to distinguish intertextuality should be improved.