Study On The Current Situation And Strategy For Introduction To Junior Middle School Classics Compiled By Ministry Of Education In The Perspective Of Acceptance Theory

Masterpieces are outstanding cultural products that have undergone historical precipitation.For secondary school students,the reading and learning of classic masterpieces help to facilitate their skills of aesthetic appreciation,the understanding and use of language,and the formation of outlook on life and values.However,the true value and function of the masterpieces have not been fully explored through teaching due to the utilitarian education ideology and the examination-oriented teaching methods.As a result,the dominant roles of students in study together with their initiative and innovation of reading are suppressed.Nevertheless,the reading theory in the Acceptance theory provides a new perspective for the reading guidance of masterpieces.The application of "reader-centered theory","horizon of expectation " theory,and "calling structure" theory to the teaching of masterpieces reading can promote the conceptual change of text,interpretation and teaching and help to solve the practical problems faced in the teaching of masterpieces.In the light of current problems and difficulties in the teaching of masterpieces,this article,discusses the teaching strategies of masterpieces in the ministry edition textbook for secondary school students from the perspective of acceptance theory.The first part of the thesis presents the introduction of this topic,including the previous works and the research method adopted in this article.The second part mainly discusses the basic concepts and theoretical framework involved in this article.The main theories,such as the "reader-centered theory" advocated in the reception theory,the "horizon of expectation " proposed by Hans Robert Jaus,and the "calling structure" proposed by Wolfgang Iser,are explained and analyzed with their value to the teaching of masterpiece reading,whereas the convergence point of the acceptance theory and the teaching of masterpieces reading is emphasized.The third part analyzes the current situations in the teaching of masterpiece reading in secondary school and the reasons behind it.in based on the theory of acceptance.The investigation and analysis are carried out from both the teachers’ and the students’ points of view,so as to point out the problems from the perspective of acceptance theory and conduct attribution analysis.According to the preceding context,the fourth part discusses the teaching strategies for masterpieces reading from the perspective of acceptance theory.This article proposed seven teaching strategies from the perspectives of the "reader-centered theory for student orientation","horizon of expectation" theory for motivation inspiration,and the "calling structure" theory for personalized reading experience.To be specific,the seven teaching strategies are "establish the awareness of reading guide to establish students’ main position","focus on evaluation and feedback to mobilize students’ active participation","activate existing experience to promote students to enter the text","build relevant experience foundation to start reading expectations","move innovative expectations to promote in-depth text exploration" ","encourage students to carry out personalized interpretation within a reasonable range","grasp the structure of text summoning to guide personalized text interpretation".Moreover,the teaching records of famous teachers are analyzed using the proposed teaching strategies based on the acceptance theory.The fifth part of the thesis,starting from the proposed teaching strategies,analyzes and reflects on the effect of classroom teaching in educational practice using “Twenty Thousand Leagues Under the Sea” and “Dawn Blossoms Plucked at Dusk” as examples.