Research On The Application Of Intertextuality Theory In Primary School Chinese Reading Instruction

The Chinese Curriculum Standards for Compulsory Education points out that reading is an important way for students to obtain information,know the world,develop thinking and obtain aesthetic experience by using language and words.Reading instruction,as an important part of Chinese teaching,plays an indispensable role in forming correct world outlook,outlook on life,values and forming good and sound personality for students,meanwhile,reading instruction is also a process of dialogue among students,teachers,textbook editors and texts.In the process of reading,the author’s feelings expressed on the life,society,nature,life can deeply affect pupils,letting the pupils know the world they live in,producing unique emotions and emotional experiences,and students can feel vivid and meticulous,comprehend the author describe the character image,from these images found on its some personality quality,they are attracted to help students to shape good and sound personality.However,according to my own practice experience in primary schools,most Chinese teachers in primary schools tend to pay more attention to students’ grasp of some knowledge points in the reading instruction,but ignore students’ profound,diversified and independent interpretation of the article and the resulting emotional experience.Intertextuality theory claims that there’s a link between texts,attaches great importance to the readers of the text dialogue,it’s enlightenment to teachers in the reading instruction to see the connection between texts,from the perspective of the text in the connections between,help students to break the single,isolation,and cause the student to the text content,diverse thinking.Therefore,this study attempts to apply the intertextuality theory to primary school Chinese reading instruction,in order to improve primary school Chinese reading instruction,improve the reading ability of primary school students and primary school Chinese teachers’ reading instruction ability.The thesis has six parts.The first part is an introduction,which mainly introduces research background,literature review,research significance,research purpose and content,research ideas and methods.The second part is an overview of the application of intertextuality theory to primary school Chinese reading instruction.In this part,the intertextuality theory is introduced,including the origin and development of intertextuality theory,the definition of “intertextuality” and the core viewpoints of intertextuality theory.Next,this part discusses the connotation of the application of intertextuality theory in primary school Chinese reading instruction.After that,this part summarizes the necessity of applying the intertextuality theory to primary school Chinese reading instruction in four aspects,such as improving the language ability of primary school students,meeting the spiritual needs of primary school students,restoring the principal position of primary school students and realizing the professional development of primary school Chinese teachers themselves.Finally,this part also discusses the feasibility of applying intertextuality theory to primary school Chinese reading instruction: it conforms to the reading teaching suggestions given by the curriculum standards;it adapts to the writing idea of attaching importance to reading and increasing the amount of reading in primary school Chinese textbooks;it matchs with the cognitive psychology of primary school students.The third part is the basic principles of the application of intertextuality theory to primary school Chinese reading instruction,including the principle of subjectivity,principle of goal,principle of openness,and principle of flexibility.The fourth part is the selection of intertext of the application of intertextuality theory to primary school Chinese reading instruction.This part first analyzes the basis of the selection of intertext,and then discusses the sources of the selection of intertext.The fifth part is the main paths of the application of intertextuality theory to primary school Chinese reading instruction.This part puts forward four paths of applying intertextuality theory to primary school Chinese reading teaching,including: intertextuality introduction to stimulate learning interest;intertextuality comparison to achieve deep understanding;intertextuality reading,emotional sublimation;intertextuality expansion,broaden the horizon of reading.The sixth part is the specific operation of the application of intertextuality theory to primary school Chinese reading instruction.This part mainly discusses the main steps and the concrete implementation of the four paths,gives the classroom teaching cases respectively,and makes a brief analysis.