| Children literature is specifically created for children to read, to meet their aesthetic and emotional needs,it is the general term for various types of literary works including fairy tales, novels, essays, poetry, film and television drama, science and art and other genres. It can enrich children's knowledge, open their mind, train experience of love, help them to accept aesthetic edification , develop a noble mind, experiment with pleasure. At present, children literature teaching is paid more and more attention, more and more children literature works appear in the language classroom. But there are a lot of problems. Teachers often overlook the subject of reading - the children, leading to the severe tendency of adult such as the lack of child perspective in the interpretation of teaching materials, the neglect of imagination exertion and truth excitation. The most fundamental reason to the problems in children literature teaching is that teachers in the teaching process are masking a specific identity "children reader" identity. this special group of children are not understood deeply , children are not dealt with as subject, teachers are not explicitly aware of the individual differences in this group, so they can't teach children according to their aptitude.Founding children readers,we should clearly understand that they are the acceptance subject of children literature and how important is it. The various unique, active aesthetic and emotional psychology showed in the process of participation and acceptance often affect the artistic value and social function of children literary works . Children's literary competence is different, they grasp children literature text at different levels and often deviate from the meaning of the text.The influence of Reception Theory to contemporary Chinese children literature is the discovery of the children readers, the specific can be summarized in three aspects: First, the readers' literary competence, which has three levels: the physical "feel - sports" level, the psychological "consciousness - symbol" level , thecultural "culture - aesthetic experience" level, because of age, gender, level of intelligence and personality psychological differences, the literary competence of children shows significant differences; Second, children readers' psychological characteristics. Among them, reading motivation is psychological motivation to promote children e readers into the context of literary acceptance, the interest of reading choices is the attention orientation to promote their reading activities, children readers' mind is a poetic logic with distinct and strong color and aesthetic sensibility, children's emotions are full of loud and beautiful moving impulse. Third, the reconstruction of meaning of the text. Children readers grasp the text from the voice level, the rhetoric level, language level and the mean level ,in the new reading expectations, psychological deviation appears.With the combination of these three questions, this paper proposes : First , to protect the physical and spiritual freedom of children and promote the development of children literature competence; Second, to provide quality literature for children, enrich children readers' aesthetic experience; Third, to make use of psychological characteristics of children readers, arouse their reading motivation, develop their reading interest, respect for their poetic logic, focus on their emotional experience, to carry out effective teaching; Finally, to encourage children readers to make creative interpretation to the text and lead them appropriately with full respect for their unique values. Respect for individual differences in children's readers, conduct individualized teaching. |
