A Study Of Intertextual Reading Teaching In Senior Middle School

Text interpretation is the core problem of Chinese reading teaching in high school,so improving the level of text reading is the key to break through the teaching of Chinese reading.The theory of intertextuality has been discussed as a new way of interpreting texts in the field of literature.It argues that text interpretation should break the isolation of the text,and explore the deep connotation of the target text from the relationship between the text and other texts.In recent years,although many Chinese teachers have introduced it into Chinese reading teaching classes and started to explore the teaching method of intertextuality,which has brought new vitality to Chinese reading teaching,the application of intertextuality theory in Chinese reading teaching is still not perfect.Many teachers lack accurate and in-depth understanding of the concept and method of intertextual reading teaching.This research will be based on the existing research results and practical experience,combining with the intertextual representation in the selection of the PEP edition of Chinese textbooks for high schools,explore the practical strategies of applying the intertextuality theory to high school Chinese classes.This essay consists of five chapters.The introduction part discusses the reason,significance of chosen topic and the ideas,methods of the research.Besides,it also reviews the current research status of intertextuality.In the first section of the first chapter,it introduces the western representative intertextuality theories,from which we can see the formation and development process of western intertextuality theory.In the second section,it reviews the reception of intertextuality in China.The second chapter mainly from the basic characteristics of intertextuality theory,analyzes its significance to the teaching of Chinese reading,and defines the concept and connotation of intertextual reading teaching,so as to avoid confusion with other reading teaching methods such as group reading teaching,comparative reading teaching,and extended reading teaching.The second chapter of this essay mainly analyzes the reference of intertextuality theory to Chinese reading teaching from the basic characteristics of intertextuality theory,and defines the concept,connotation of intertextuality reading teaching,so as to avoid confusion with other reading teaching methods such as group reading teaching,comparative reading teaching,and extended reading teaching.The third chapter of the essay mainly sorts out the characteristics of intertextuality theory in the PEP edition of Chinese textbooks for high schools,and classifies its corresponding intertextuality techniques,so that the complex concept becomes easier to understand.Based on the previous three chapters,the fourth chapter of this paper proposes the construction strategy of high school intertextuality reading teaching.From the perspective of teachers,it puts forward the methods of constructing and interpreting the intertextuality,as well as the problems that should be paid attention to in the intertextuality reading teaching.From the students' point of view,this paper puts forward some learning suggestions,such as strengthening the awareness of intertextuality reading,paying attention to accumulation,learning how to transfer knowledge and so on.Through the above theory combing and teaching practice,this essay aim to help teachers and students to understand intertextuality reading method and improve the level of Chinese reading teaching in high school.