Language Teaching Material Literature Text Research

The word “text”originates from“texere”in the Latin language.Literature texts of Chinese textbooks are indispensably major carrier ofgenerating the Chinese teaching content, developing the language practice,training the students’ Chinese skills and improving the Chinese literacy.Literature texts of Chinese textbooks are the main types of Chinese teachingtexts. The further research on the Chinese teaching intensive literaturetexts that it is the specific needs of the Chinese curriculum and teachingreform and it includes thorough changes of the Chinese education’s paradigmof global, which has both the theoretical and practical significance.Through the different explanations of the texts from Structuralism,Semiotic and Reception Aesthetics and influencing on texts from the modernnetwork technology, people can clearly find the multiple characters of texts.But the Chinese teaching intensive literature texts are special culturalcarrier and cultural existence. To reconstruct the Chinese textbook’sculture spirit and the transform of culture model, the searches should bebased on cultural interpretation, and fully reference and use of the theoryand change of methods of education culturology,pay multi-perspectiveattention to the transforming literature texts of Chinese textbooks,changing the simply instrumental role of literature texts of Chinesetextbooks. In details, we should establish a model for literature texts ofChinese textbooks from cultural construction which should be humanistic,Integrity, opening and ideal and has the cultivated function. This modelcan be described from three dimensions: first, it is the transform fromknowledge-based into personality-based; second, it turns close to lifeinstead of far away of life; third, the structure changes from static stateto dynamic one.If the part one,‘the cultural characteristics’, makes a research onthe quality of literature texts of Chinese textbooks, while the part two,the ‘the forming shape’, analyzes the composition, that is to say, itdiscusses the connotation of literature texts of Chinese textbooks.Literature texts are hierarchical forms, and this article is based on the ·simple theory carding of hierarchical structure theories, combininghierarchical text theory of Wang Yichuan with actual requirement forteaching literature texts of Chinese textbooks, so tries to see literaturetexts of Chinese textbooks as the composition of ‘mediatype-language-image-implication’ and respectively expounds and analyzesit and specifically propose the according requirement of teaching. Meanwhile,the hierarchical structure of literature texts isn’t an enclosed space,at the most time, it presents an opening structure. The opening structurecan be reflected in the works of authors and the texts of readers, in thedifferent features of the text’s subjectivity and interactivity. TheNonlinear Structure of literature texts should be worthy of attention,because nonlinear text structure transcends the linear structure oftraditional texts. In fact, it enhances the status of readers and forms aspecial discourse space which has an important influence on Chineseteacher’s teaching practice. Researches on the forming shape of textsbelong to the research of ontological text. Not only is it an importantcontents of the research of literature texts of Chinese textbooks, but alsoit has the corresponding and supporting effect on the research on aestheticsignificance of text, the research on text resources and so on.The part three is an aesthetic study of literature texts of Chinesetextbooks, which is one of the most important contents. In this part, theauthor proposes and systematically expounds the concept and structure ofaesthetic perspective of literature texts. Aesthetic perspective isaesthetic interpretation and experience of literature texts of Chinesetextbooks and is aesthetic analysis and understanding of literature textsof Chinese textbooks. I t emphasizes that the aesthetic subject should beactive, participatory and creativity. So it is different from traditionalcognitive interpretation in essence. Aesthetic perspective is not only anexperiential and dialogical activity but also the cultivating andconstructive activity. Communicative way in Aesthetic perspective has thesalient feature of ‘asymmetry’, and the uncertainty and blankness in thetext can provides conditions for exchanging aesthetic perspective.Blankness and negation constitute ‘the calling structure’ of text, andfurthermore realize the new construction at the meaning of the text. At thespecific teaching practice, aesthetic perspective is a progressive process from aesthetic perception to aesthetic, which approaches to the aestheticcreation. During this process, the aesthetic perception which is imageryaesthetic perspective includes the roughly know of the entirety and thetasting of language. Although the aesthetic found stays at the level offeelings aesthetic, it has constructed artistic conception whose waysincludes relying on keeping blank, foraging and magic association. Aestheticcreation is based on all of the above contents and reaches the category onwhich aesthetic subject distinguishes and evaluates the aesthetic objectby analogy and freeland. How to practice aesthetic strategies? This articlesupposes that it should design the aesthetic scene that is related to theconnotation of texts, seize the aesthetic focus which corresponds to thequalities of texts in textbook and open the aesthetic imagination whichconnects with the texts in textbook.Based on the researches on the aesthetic text, the part four is focusedon the problems of intensive-reading of the literature texts in Chinesetextbooks and tries to promote practical values of the research.Intensive-reading is a way of reading and a kind of literature concepts,which has a positively practical significance for correcting the badtendencies of ‘abandoning the text and transcending the text’. The newliterary critical theory is the source of the intensive-reading theory. Atfirst, the intensive-reading of the literature texts is the aestheticreading not the criticism at the moral significance and it should comprehendthe semantics and contexts. So it is a permeation behavior at the level oflanguage to image and then to implication. Meanwhile, intensive-reading isnot only the one of text style, while it should be examined at therelationship of‘world-author-work-reader’and should break the limitationof ‘reader-centered’and ‘author-centered’so that to realize theexchanges between the world and the text, the exchanges between the textand the reader and the exchanges between the author and the readers. Theconnotation of intensive-reading of literature texts in Chinese textbooksis reflected in the needs of teaching, aesthetic and texts and fullycomprehending of the emotional features, the features of image, the featuresof aesthetic, the polysemy features and the features of subjectivity, whichis an important part for deeply comprehending the intensive-reading. To thepractical teaching activities, we can control the intensive-reading from two aspects: one is to study the texts and choose the better starting point;the other is to choose an appropriate method of teaching according to thestudents’ reading foundation, the students’ reading needs and the actualteaching situation. In one word, we should deeply excavate from theintensive-reading of pronunciation, words and sentences. And so we canconstantly expand it to realize the language fusion from different texts.At last, intensive-reading can help students actively construct the verbalworld and the humanistic world.As a multi-dimensionally examining on literature texts in Chinesetextbooks, the part five, the excavating of text resources is an importantand indispensable part of the entire researches. The text resources are theeducational resources which exist in the texts. From the perspectives ofPedagogic, Psychology, Brain Science and Ontology study about Chinese, wecan clearly find the positive significance of excavating text resources.It is beneficial for the comprehensive development of students and thecomplete construct. It is also beneficial for meeting the needs of student’sgrowing. It also helps promote the efficiency of studying Chinese and providegood condition for growing. The educational resources of literature textsin Chinese textbooks are shown in different manners.It is divided into thefeeling intuitively, realization freely and sublimed spirit at the levelof aesthetic.To understand clearly the feature of the above levels, thisarticle interprets the texts of textbook in details. How to excavateresources? This article puts forward the conception of‘excavateddimension’at the first place and then analyzes and explores it from thefields of accumulating knowledge, developing emotion, improving ability andfurthermore discourses the openness, the adaptability, the systematic andfeedback of text resource. At last the author designs and plans the specificway of excavating text resources.