Misconceptions And Countermeasures In The Interpretation Of Novel Texts By Chinese Teachers Of Middle School

The novel is the closest literary text to life,and it is also a literary genre that Chinese middle school teachers and students enjoy.However,the current state of novel text interpretation among Chinese middle school teachers,as a critical component of novel teaching,is not optimistic.On the one hand,Chinese middle school teachers' enthusiasm for novel text interpretation is growing;on the other hand,Chinese middle school teachers have a variety of misconceptions about novel text interpretation.Based on this situation,this thesis analyzes and studies the novel text interpretations of Chinese middle school teachers and attempts to provide targeted countermeasures to help Chinese middle school teachers overcome novel text interpretation misunderstandings.The following sections comprise the thesis:The first section serves as a synopsis of the novel and its textual interpretation.The novel has outlined and clarified the essence and characteristics of the novel.A summary of novel text interpretation includes three points: the characteristics of text interpretation,the two levels of novel text interpretation,and the text world and methods of novel text interpretation.This section establishes a theoretical foundation for subsequent analysis of the novel text interpretation's misunderstandings,causes,and countermeasures.The second section discusses the Chinese teachers' misunderstanding of middle school novels and the causes of their misunderstanding.The author analyzes in detail 20 cases with obvious misunderstandings from 54 cases and summarizes four major misunderstandings of Chinese middle school teachers when it comes to novel text interpretation: the incorrect positioning of novel texts,the superficial interpretation of novel texts,the labeled interpretation mode,and the "personalized" interpretation that departs from novel texts.Meanwhile,this thesis analyzes the four major causes of these four misunderstandings,namely,the deficiency of Chinese middle school teachers in novel and text interpretation theory,the absence of concrete analysis of novels,the absence of effective interpretation methods,and the absence of novel context.The third section,addressing the aforementioned misunderstandings and their causes,as well as the novel contents of the unified edition of junior middle school Chinese textbook,proposes four countermeasures for Chinese middle school teachers to avoid the misunderstandings associated with novel text interpretation.The four countermeasures are to strengthen the study of novel text interpretation theory,to increase awareness of novel text interpretation,to incorporate novel text interpretation into junior high school curriculum through interpretation,and to deepen the practice of novel text interpretation.The first countermeasure is threefold: theoretical investigation,theoretical application,and theoretical introduction.The second countermeasure discusses how to increase awareness of novel text interpretation by emphasizing its necessity,purpose,principle,and objectivity.The third countermeasure is to discuss the theoretical framework and relationship of interpretation methods,using the novels in Grade Seven's first volume as an example of how interpretation methods are applied.The fourth countermeasure discusses how Chinese middle school teachers can improve their practice of novel text interpretation,including implementing the interpretation work,determining the interpretation angle,and grasping the interpretation ideas,using Fan Jin Zhong Ju as an example to discuss novel text interpretation determination.Chinese middle school teachers should not only study the theory of novel text interpretation thoroughly,but also constantly increase their awareness of novel text interpretation.Simultaneously,we should strengthen the practice of novel interpretation through the use of novel interpretation methods in order to dispel common misconceptions about novel text interpretation.Through the analysis of dozens of novel text interpretation cases,this study examines and summarizes four misunderstandings and four reasons for current junior middle school Chinese text interpretation,and proposes four countermeasures for novel text interpretation misunderstandings,with the goal of assisting junior middle school Chinese front-line teachers in resolving novel text interpretation problems.