The Current Situation And Strategies Research Of Text Interpretation Of Chinese Novel Teaching In Middle School

In the secondary school language textbooks,like the unified edition,selected novels take up a quite large proportion.Text interpretation,as an important part of novel teaching,needs teachers to think more deeply and pay more attention to the novel texts themselves when preparing for lessons and teaching.Chinese teachers' necessary ability of text interpretation can directly influence the effects of the novel teaching,so it is of great significance for the teachers to make an accurate and in-depth study of the novel texts when preparing for lessons.Through questionnaire survey,observation and interview,this passage is aimed at learning more about the situations of text interpretation of middle school novel teaching,and make further analysis and thinking,what's more,to put forward measures of improving the quality of novel teaching.There are four parts to this thesis:The first part investigates the current situation of text interpretation of middle school novel teaching through questionnaire and interview.Through analyzing the data of the teachers' questionnaires and summarizing the research results of the interviews,we can see something commendable in the text interpretation of Chinese novel teaching at present,but there are also some problems that mainly include the following three parts.First,teachers' knowledge reserve in reading novels is slightly insufficient.Second,teachers may rigidify the text interpretation and standardized the selected contents of novel teaching.Third,teachers pursue pluralistic interpretation of novel texts in a one-side way.The author has also made an analysis on the reasons for these problems.First,the willingness to read is weak,as well as the professional quality fails to keep pace with the times.Second,the contents of interpretation are old-fashioned,which are also separated from the texts and apply others mechanically.Third,it equates multiple interpretation with the universal key to novel interpretation.The second part expounds the interpretation ways of Chinese novels teaching in middle school,which are divided into three methods: interpretation view,interpretation perspective and interpretation category.Concerning the current situation and interpretation methods of Chinese novels teaching in middle school,the third part is the specific strategies put forward by the author,which will put three aspects into practice.First,improve the teachers' teaching reserve in novel interpretation by strengthening their learning,including that they can appropriately absorb and use the novel interpretation theories,use intuitive means to clear the obstacles of novel interpretation,as well as contact excerpts and original works,and broaden the horizons of reading novels.Second,clarify the key points of novel interpretation and grasp the boundaries of interpretation pluralistically and reasonably.You can start from the blank or explore the contradictions of the text,then reveal the meaning of the novel.Besides,detailedly read the structure of the novel and pay attention to its narrative style.Third,follow the three-level normal form of “accurate reading-deep reading-individualized reading”.“Accurate reading” is based on the overall interpretation of the text.“Deep reading” is to read the language carefully and grasp the details of the article.“Individualized reading” is to read and compare related works,so as to explore the personalities of the works.The fourth part comprehensively uses the strategies and methods of novel text interpretation to interpret the text of Kong Yiji for reference.We hope to offer some help to the front-line teachers.