A Study Of Chinese Reading Teaching In Junior Middle School From The Perspective Of Reception Aesthetics

although we have repeatedly stressed to deal with “teaching” and “learning”between the primary and secondary relations, But due to objective factors such as teaching task of pressing,Make the Chinese reading teaching in inadvertently neglected the students’ individualized reading experience.This article will introduce the theory of reception aesthetics into junior middle school Chinese reading teaching,Designed to appeal to regain the confidence of the reading teaching subjectivity education researchers.This paper mainly through the problems that exist in the junior middle school reading teaching 、 differences in students’ cognitive structure and the tendency of perceptual experience、the careful design hignlight the subjectivity of the sududents reading teaching process、the theory of reception aesthetics to comparative analysis of different style and corresponding teaching case four parts to discuss the process of reading teaching to accept the relationship between the aesthetic and Chinese reading teaching,aimed at relaxing teaching situation to guide students in creative reading.however,to accurately grasp the work of feelings、mental state is a dynamic psychological process of a step by step,teacher for students reading guide,should be found in the original expectation horizon students throughout 、 took the role of aesthetic experience,as a new growing point of image and meaning,thus reasonable mechanism guides the student to utilize the imagination and creative thinking to fill the work significance of “blank”and “uncertainty”.after repeated collision 、communication,aesthetic experience of reorganization,update their original expectation horizon,eventually reach the expectation horizon of the readers’ expectation horizon and works.