Research On Group Reading Teaching Of Classical Chinese In Junior High School Based On Intertextuality Theory

As a unique form of mother tongue expression of the Chinese nation,classical Chinese is covered with obscure symbols,but it has profound cultural deposits.It is precisely this polarization characteristic that makes classical Chinese teaching become the focus and difficulty of junior middle school Chinese teaching.With the implementation of the new curriculum standards,many teachers gradually broke out of the "comfort zone" of traditional single-text classical Chinese teaching,and began to try the new generation of reading teaching methods represented by group reading and large unit teaching in classical Chinese,to help students improve their own core quality of Chinese.However,due to the limited theoretical guidance,the teaching of classical Chinese group reading has exposed many problems in extensive practice,and it is difficult to achieve the expected teaching effect.In the middle of last century,the vigorous rise of text theory led the intertextuality theory into the field of view of scholars.The intertextuality theory breaks the traditional"text-centered" theory,reveals different types of connections between texts,creates space for text interpretation,and opens up a new direction for group text teaching.With the help of intertextuality theory,teachers can open their own perspective and choose more diversified texts,which makes the organization of group texts more rigorous and flexible.At the same time,the intertextuality theory exposes the relationship between different texts,which has important guiding significance for teachers to dig the blank points of texts and generate teaching.This paper consists of three parts:introduction,text and conclusion.The introduction mainly expounds the background,purpose and significance of this research,and summarizes the current research status of intertextuality theory at home and abroad in combination with specific literature and works.Then on this basis,the author summarizes the specific ideas and methods of this research.The text includes four chapters.The first chapter is mainly based on the practical investigation of junior middle school students and teachers,presenting the specific situation and related problems in the teaching of classical Chinese group reading in junior middle school and analyzing the causes of the problems from various aspects.The second chapter defines relevant concepts and introduces the necessity and feasibility of integrating intertextuality theory into the teaching of classical Chinese group reading in junior middle school,which lays the foundation for the specific teaching strategies proposed in the following chapter.Based on the guidance of intertextuality theory,the third chapter puts forward specific improvement strategies and teaching suggestions from three aspects:topic setting,text selection and collective construction by using case analysis.The fourth chapter is by the famous teacher(youth language advocate--Wang Jun teacher)teaching class and their own teaching design caused by dialectical thinking,avoid certain teaching errors.