Research On Reading Teaching Of The Whole Book Of "Rural China" In High School From The Perspective Of Intertextuality Theory

The theory of intertextuality emphasises that no text exists in isolation and that there is an interconnected relationship between texts.Due to the open-ended nature of texts and the diversity of interpretations,the use of intertextuality between texts can complement each other and enrich the interpretation of texts.Combining intertextuality theory with whole-book reading teaching opens up a new pedagogical perspective for whole-book reading in high schools.It is based on the "intertextual" relationship between texts,and the correlation of several related texts,combined with internal and external textual resources,that can be explored in a more in-depth and comprehensive manner,making up for the omissions of single-text reading teaching and enriching the level and thickness of reading teaching.It is a new attempt to integrate the theory of intertextuality into the teaching of reading the whole book of Earthbound China.In this study,we choose Earthbound China as the main object of study in the context of intertextuality theory,combine it with research on whole-book reading teaching in high schools,propose strategies for teaching whole-book reading of Earthbound China,improve the effectiveness of whole-book reading teaching of Earthbound China,enable students to deepen their interpretation of the work,and complete the learning objectives carried by "Whole-book Reading and Seminar"."The thesis is divided into five parts.The thesis is divided into five parts.The first introductory part introduces the origins of the thesis,the current state of research,the purpose and significance of the study,and defines the concepts of intertextuality and whole book reading.The second part analyses the feasibility of applying intertextuality theory to the teaching of whole-book reading of Earthbound China,discussing the feasible basis from three aspects: language teaching materials,the whole-book concept and students' reading needs,and pointing out the value of applying intertextuality to the teaching of whole-book reading of Earthbound China.The third part investigates the current situation of teaching whole-book reading in Earthbound China by distributing questionnaires to students and conducting interviews with teachers,and analyses the main problems that exist in the process of student reading and teacher teaching.The fourth part is based on some of the current problems in teaching the whole book reading of Earthbound China,and proposes corresponding teaching strategies in conjunction with intertextuality theory.Firstly,it uses quotations,combines background information and uses new media materials to select intertextual texts;secondly,it chooses the right time to introduce intertextual texts in various ways;finally,it relies on cis-migration,uses comparative reference and creates realistic situations to interpret the text.The fifth part carries out the teaching practice of reading the whole book of Earthbound China under the perspective of intertextuality theory.The author designs a total of six lessons,and reflects on the teaching practice and puts forward considerations.It is hoped that the author's research can provide useful reference to the teaching of whole book reading in high school.