Inquiry Reading-Teaching In Aesthetic Of Reception Vision

Inquiry Reading-Teaching ( IRT) refers to the reading teaching activities ,which based on the students ' former cognitive structure, by constructing a free , democratic and harmonious reading psychological circumstance , making them understand and investigate the text actively . Then by experiencing and comprehending it , so will finally construct the meaning of the text and of themselves on their own initiative , and consequently achieve self-optimization and self-perfection . IRT has been attached more and more important to as an effective way of improving students' reading ability. It holds both the theoretical value and the realistic meaning . With the all-around development of the new reform in basic course , it has been an important target of curriculum reform to propose an act-on-one's-own , cooperative and inquiring study method . There is an explicit requirement in both the "The Standards of Chinese Course of Full-time Compulsory Education" in 2002 and "The Standards of Chinese Course in Common Senior High School " in 2003 ,which indicates that we should "attempt inquiry reading through various channels such as library and internet "/'train students' ability of exploratory reading and creative reading ", it demands more emphasis on the development of students' inquiry and innovation ability in reading teaching , and more stress one the experiencing , comprehending , thinking and constructing processes which reading . Based on this theory in Aesthetic of Reception , and combined with my own practice in inquiry reading teaching , mainly discusses the theoretical and practical problems in IRT from two aspects . Firstly , based on the Aesthetic of Reception theory , analyzing the theoretical guiding meaning on IRT and exploring the fundamental connotation and character of IRT . Secondly , based on the reading teaching practice , discussing the work flow and tactics in IRT . this treatise tentatively explores the Chinese IRT form the following aspects.The first part is "The relationship between the Aesthetic of Reception theory and IRT" . As a theory , Aesthetic of Reception holds these viewpoints : the meaning of a text can only be produced during readers' reading process ; the readers' initiative isemphasized ; which reading "vision melt" of reader's point of view and historical view contained in text should be attached much importance to , and so be the concretization of "calling structure"(ie. uncertain meaning and vacancy) , so as to form the work's meaning and highlight the reader's principal position . The above viewpoints provide solid theoretical basis for own IRT , and they emphasize the establishment of students' leading part in study . according to the Aesthetic of Reception opinion , a teacher should pay close attention to his\her students' former anticipating horizon , and adopt multi-teaching methods to guide them in the text comprehension , thus the students will face the calling structure of the text and communicate with it spiritually , which promotes the "vision melt" and constructs the meaning of the text, and finally cause the students' reflection on life.The second part is "The characters of IRT" . In the view of the Aesthetic of Reception , inquiry reading-teaching owns the following characters : subject participation .individuality ,aesthetic experience and vision melt , Among them , subject participation puts emphasis on the activeness of students participation in reading teaching ; Individuality the diversity if students former cognitive level causing their individual feeling and experience towards the text reading ; aesthetic experience considers reading a beauty-appreciation process in which only by experience can students enjoy aesthetic effect and understand the images in the text so as to construct their meaning . which "vision melt" indicates that IRT is a process impacted by students' and teacher's vision for reality and the historical vision of the text . Only when the three visions melted , can the meaning of the text come into being.The third part is "Process of IRT". Form the angle of Aesthetic of Reception we study IRT, and find it composed of three stages of process in reading teaching .ie. the first stage is reading comprehension stage with aesthetic perception ; the second stage is interpretation stage with meaning introspection ; the third stage is history rebuilding stage with meaning melt . This teaching flow absorbs others' experience in reading teaching research . Such as percept as a whole , appreciative comprehension ,etc. Most important of all, it introduced stage 3 ,which expands the reading vision into adeeper historical one and helps students conduct further inquiry .The forth part is "The tactics of IRT". Teaching tactic is an important factor in performing and optimizing IRT. This treatise explores feasible teaching tactics under the guidance if Aesthetic of Reception , which are : to reform classroom teaching and highlight inquiry subject; to construct inquiry circumstance and achieve vision melt; to utilize calling structure and inquiry text meaning ; to expand reading scope and enrich inquiry vision; to stress course evaluation and inquiry evaluating diversity.The last part is "Several problems which should be paid attention to in IRT " . In IRT classroom , the relationship between students and teacher must be dialectically dealt with . To achieve vision melt, a teacher should listen to the students' opinion comprehensively and , at the same time , confine the students' interpretation to a reasonable extent.