On The Teaching And Learning Of Reading In Middle Schools-From The Perspective Of "Inconceived Writingology"

Inconceived writingology, a brand-new theory advanced in the 1980s, is the fruit of over twenty years of persistent painstaking efforts made by Prof. Ma Zhengping. Greatly influenced by postmodernism philosophy, the theory not only provides an effective thinking model for the composing of a variety of articles, but also offers insights into the teaching and learning of reading, giving the process a new perspective and operating approach. Here in this thesis, the author holds that, over the years, conceived teaching and reading process, based on the acquisition of knowledge and techniques, with teachers as the center, makes the teaching and learning of reading a process of carrying out what the teachers have conceived beforehand. This can be observed in the fact that the teachers often make a structural choice of what is to be taught in reading, then restructure the content, arrange it as necessary, and eventually materialized the result of this preparation process in the form of teaching plans or teaching designs. This so-called"conceived approach to teaching and learning of reading", is a rigid process that will undoubtedly bring trouble to the teaching and learning of reading and hinder its further development. Inconceived methodology of teaching and learning of reading, on the other hand, is filled with vitality and passion. It first criticizes and then abolishes the rigid inappropriate ideas advocated by conceived methodology, with preconceptions, structures deconstructed; randomness and imagination encouraged and admired. Freedom and creativity emphasized, the teaching and learning process therein is not to be constrained by obstacles whatsoever. Non-conception methodology, which contains modeling thinking pattern, strategy thinking pattern, and text thinking pattern, is a practicable theory on the process of reading. According to this methodology, close attention is paid to the entity of reading, the current context, time and space in which the reading takes place. It has uprooted and deconstructed the traditional ideas and methods of readingology which is dominated by conceived writingology. According to this methodology, all that is involved in the teaching of reading. The teaching and learning of reading may include in the process wild imaginations, associative artistic conceptions, or analysis of various kinds which may involved reasoning, component analysis, and process analysis. This is creative reading, a much advanced kind of reading which possesses patterns that facilitate both teaching and learning and lead the readers into a state of free reading. The working model of inconceived readingology actually consists of four stages: experiencing, examining, appreciating aesthetically, and polishing of one's diction.