Teaching Research On Multiple Interpretation Of Narrative Texts In Senior High School

Narrative writing plays an important role in emotional education,enhancing aesthetic ability,and cultivating core literacy in high school Chinese reading teaching;Multi interpretation is a developed and improved interpretation concept under the influence of reader centeredness,advocating for multi perspective and diversified interpretation of texts,emphasizing readers’ reconstruction of the meaning of works,and playing a positive role in improving students’ aesthetic and thinking abilities.This article attempts to introduce diverse interpretations into the reading teaching practice of high school Chinese narrative texts,hoping to provide a new teaching path for improving the quality of narrative reading.The first chapter elaborates on the theoretical basis and practical demands of diversified interpretation.The theoretical basis for multiple interpretations lies in the perspectives of expectation,summoning structure,and fusion of perspectives;The important position of narrative writing in the selection of unified edition textbooks,as well as the complexity of the author’s emotions and the ambiguity of language,provide the possibility for its implementation of multiple interpretations;Meeting the development needs of high school students,meeting the requirements of the curriculum standards,and enriching the interpretation history of works reflect the important significance of diverse interpretations.Chapter 2 is research and analysis.This paper collects data through questionnaire surveys and interviews,designs student questionnaires,teacher questionnaires,and teacher interviews,and adopts a stratified sampling method to understand the current situation of reading teaching in high school Chinese narrative articles.Through investigation and analysis,it was found that although the current reading teaching reflects the idea of multiple interpretations to a certain extent,there are still problems such as the lack of teachers’ leading role in teaching,weak students’ awareness of self-directed learning,and a heavy emphasis on teaching utilitarianism.The use of multiple interpretations in high school Chinese narrative reading teaching has a long way to go.In response to the above issues,Chapter 3 proposes specific teaching strategies.Firstly,it is necessary to prepare for the implementation of diverse interpretations.At the teacher level,it is necessary to strengthen professional literacy,enrich knowledge reserves,and enhance professional abilities;At the student level,it is necessary to stimulate their reading interest and improve their reading enthusiasm;At the same time,it is necessary to make good use of classroom resources in order to carry out diverse interpretations.Secondly,combined with the text,specific implementation strategies for the diverse interpretation of narrative texts under the guidance of the theories of "fusion of perspectives","summoning structure",and "horizon of expectations" were elaborated.Chapter 4 takes Yu Dafu’s "Autumn in the Old Capital" as an example,with additional analysis,to demonstrate the specific implementation and operation of high school Chinese narrative reading teaching under the guidance of multiple interpretations through specific classroom records.