Research On Classical Chinese Reading Teaching In Middle School From The Perspective Of Intertextuality Theory

The teaching of classical Chinese is very significant,because classical Chinese is an important carrier for inheriting,developing and promoting the excellent Chinese traditional culture.In 2017,the newly revised curriculum standard of Chinese for senior high school was published.One of the main points of the new curriculum standard revision is to attach importance to Chinese excellent traditional culture and strengthen the education of Chinese excellent traditional culture.In the newly revised unified edition of Chinese textbooks for primary and secondary schools,the proportion of classical Chinese has increased significantly.How to better carry out the teaching of classical Chinese has long been a topic of exploration in Chinese reading teaching,and it is also one of the short boards that is difficult to break.The current research path of Chinese reading teaching has moved from the study of teaching methods to the exploration of teaching content.In order to explore the effective way of classical Chinese teaching,this paper combines the teaching of classical Chinese reading under the perspective of the western "intertextuality theory" to expand teachers' teaching vision of text interpretation and enrich the content and methods of classical Chinese reading teaching.The main content of this paper is divided into the following parts.The introduction discusses the reason and significance of the research on classical Chinese Reading Teaching in middle school from the perspective of intertextuality theory,briefly combs the research status of intertextuality theory at home and abroad,and makes a detailed review of the literature on the combination of intertextuality theory and Chinese teaching.The first part defines intertextuality theory and other related concepts,analyzes the characteristics and value of intertextuality theory in Chinese teaching,and then analyzes its feasibility from the perspective of theory.The second part selects three classic texts(classical Chinese teaching)with the characteristics of intertextuality theory,analyzes the selection and application characteristics of intertextuality in famous teachers' texts,and gets beneficial enlightenment and problems worthy of thinking,so as to explore the teaching strategies of classical Chinese reading.The third part is inspired by the analysis of the famous teacher's lesson,combined with the characteristics of intertextuality theory and the requirements of classical Chinese reading teaching,puts forward four strategies.The first is to start from the big,introduced intertextuality from three aspects of reading,literacy and general text,supplement and interpret the main text in a timely manner;the second is to construct intertextuality from a small point to achieve the effect of attacking jade from other mountains;the third is to use intertextuality from the text itself,compare and refer to each other,chew and savor the secrets between texts;the fourth is to return to the teacher standard and strengthen intertextuality awareness,Only in this way can we accumulate and influence the students better.In the fourth part,intertextuality theory is applied to practical operation design,and a classical Chinese teaching design is selected from junior high school and senior high school respectively to demonstrate,reflect on the problems existing in the design,and summarize the problems that intertextuality theory should pay attention to in classical Chinese Reading Teaching in middle school.