A Study On The Teaching Strategies Of Chinese Reading In Middle School Based On Relevance Theory

Reading teaching plays an important component in Chinese teaching of middle school,there are many problems in the traditional teaching.With the advancement of middle-school Curriculum reform,the following issue has become a focus for a large number of educators,which talks about how ti broaden and deepen Chinese teaching in middle school.It is top priority that how to analysis the text more thorough,more reasonable,more science in reading teaching.The ability of text analysis is achieved by days and months multiplying,not accomplished at one stroke.But in a lot of reading classroom teaching can still be found that ignored the process and the method "spoon-fed"phenomenon.The students are not assimilated actively,but to accept passively,even in order to cope with the college entrance examination,to improve student achievement. with rational reading exercises instead of reading perception text.In the course of further study and practice,the author found that Relevance Theory follows the cognitive rules of the teaching Chinese reading,it has certain directive significance to the analysis of the texts and classroom teaching.The maximal relevance and the optimal relevance principle of Relevance Theory let the teachers and students get rid if the dependence of the traditional text analysis,to make the teaching contents and teaching methods of teachers’ more in line with the requirements of the new curriculum standard.In the selection of the middle-school Chinese material,the literary texts are in the majority of all the texts,so this article mainly focuses on how to apply relevance theory to the study of literary text analysis and classroom teaching.This article is divided into four parts:1.Understanding of the current situation of middle school Chinese reading teaching,the author divides the Chinese reading teaching into the text analysis and the teaching analysis.The main problem of the text analysis:first is analysis of the text none of contact to the text;second is the analysis of the text break from the teaching objectives;third is analying the text of ignoring student’initiative.2.understanding of the situation of Relevance Theory.What is the Relevance Theory, relevance principle,the maximal relevance and the optimal principle,the ostensive inferential activity of Relevance Theory,as well as the emerge and the development of Relevance Theory has significance to the teaching of Chinese reading. 3.Demonstrating the necessity and rationality of using Relevance Theory to the teaching reading.The application of Relevance Theory in the Chinese reading teaching unified the language curriculum "tools"and "hunanism",but also in accordance with students’ Chinese literacy requirements. It accords with the cognitive situation of middle school students and meet the level of Chinese language reading teaching target requirements.4.Interpretation of strategies based on the reading teaching, is the most important part of this article. This article mainly consists of two parts.one is to pay attention to the control strategy of text analysis in Chinese reading teaching; two is emphasize on the value of Chinese reading teaching strategies in reading experience. Emphasis on overall perception of text reading teaching process,find the acceptance of the text. Combine the life experience into the text,finding the maximum correlation,and pay attention to the text and the cultural system.