Dialectical Thinking About The Multi-interpretation During The Teaching Of Chinese Reading In Middle School

The standard for the Chinese Course of Senior High School (Experimental) put the emphasis on developing the students' ability of doing research and creative reading. It advocates reading creatively and from different angles. Multi-interpretation has become a rising shining star of the teaching of Chinese reading in middle school. The reading texts have a large number of "blanks" and "uncertainties". It is the "missed" places that darw most interest. There are many "blanks" in the articles selected in the Chinese textbooks for Middle School, specifically manifested by ellipsis, obscurity of background and sideway setting-off. These can stimulate the imagination of the students and also is the prereguisite for multi-interpretation. The language used in literature is characterized by its obsecure reference and polysemants. Its beauty is usually shown by adding or omitting information, as well as the unusual collocations, which provides us with great chance for multi-interpretation. The "imaginary view" of the students about the texts varies from person to person, so it is impossible for us to teach them simply by regular practice and instilling into them the standard understanding. On the contrary, it is essential for the students to play an active role by bringing their "imaginary view" into the reading activity, so that they themselves can experience the feelings and gain the essence of the text. As a result, the final teaching objective of Chinese reading in middle school is to achieve a harmonicons blend between the texts and the students. However, multi-interpretation should be properly used for all the information we get during the reading process comes from the texts. The aim and the train of thought are limited by the text, the great possibility of multi-interpretation also lies in the texts; the catalysts of the recreation and imagination should be the words and expressions in the texts; to sum up, all the interpretation should be based on the text. Forthmore, the teaching of Chinese reading in middle school, which shoulders certain educational tasks, differs from the general reading appreciation. Thus, we should abide by the educational principle of free development of the subject, the reasonable validity principle of text explanation, and the gradient principle of reading study. We should emphasize the following three questions—"For what purpose the author wrote the article?", "How did he organize it?", and "what do you get out of the article?", leading the students to understand, to feel and to evaluate the article. All in all, During the teaching of Chinese reading in middle school, the multi-interpretation is concomitant with unitary interpretation, the unitary interpretation will be air castle without the support of multi-interpretation; meanwhile the multi-interpretation will get into confusion without the objective guide of unitary interpretation. We should advocate the research reading, inspire the students to raise questions, arouse their enthusiam of doing research on their own, help develop their creativity and critism, and lead them to read and think carefully to make a perfect combination between the multi-interpretation and unitary interpretation.