Language Construct Teaching Of Reading To Explore

Reading comprehension is an important part in the teaching of Chinese. In China, to help the students get the training of language qualification and ability is the major task of Chinese teaching, which mainly depends on the teaching of reading comprehension. Therefore, the effect of reading comprehension teaching directly influences the achievement of Chinese education goals. The indoctrination tendency and the negative effects such as"fewness, slowness, poverty, high cost"of the traditional reading comprehension teaching have received serious public criticism. In reformation of traditional reading comprehension teaching, constructive reading comprehension teaching based on the learning theory of constructivism has become the mainstream of Chinese reading comprehension teaching. In constructive reading comprehension teaching, teachers are not providers and spoon-feeders to the students any more, but aids and promoters to them, hence the students can gain knowledge self-constructively in their reading.Constructive reading has made some achievement in its implementation, but as a new way of teaching ,it has also inevitably encountered some difficulties. This paper aims at exploring the ways to bring into effects the constructive reading comprehension teaching.It is necessary to discuss briefly the implication and meaning of the constructive reading comprehension teaching before exploring it. The constructive reading comprehension teaching is under the guidance of the constructive theory; in the process of learning, the learner has personalized construction of the meaning of the texts in a positive attitude; it emphasizes the communication and dialogue among the student, the teacher and text, and the acquiring of the self-defined new knowledge through dialogues. The constructive reading comprehension teaching is not only based on the profound knowledge of psychology, but also influenced by the acceptant aesthetics. The undefined interpretation of the texts by the acceptant aesthetics leaves unlimited imagination room for readers, and makes learners to use the existed cognitive experience in the constructive reading comprehension teaching, have creative understanding and construct the theoretical support of the text meaning.The importance of the constructive reading comprehension teaching is mainly reflected in three aspects: 1. To inspire the interests of students to read; 2. The students continuously enrich and improve their knowledge and emotional structures by active participation and formation of personified understanding; 3. The open, democratic and plural ways of teaching emphasized by constructive reading is quite important for students to develop their own ways of thinking.There are many differences between constructive reading comprehension teaching and traditional reading comprehension teaching. This paper mainly analyzes the characteristics of constructive reading comprehension teaching from four aspects: 1. Activeness—the students in constructive reading comprehension teaching interpret the texts in their own way of reading, and their mentality, cultural background and experience all influence the interpretation of texts; 2. Situational Meaning—in the constructive reading comprehension teaching, the instruction should not be abstract, but placed in situations; 3. Cooperativeness—different students have their own different understanding and construction of the texts, by the cooperation among the individuals, they can get a better understanding of the texts; 4. Integration—texts are not the only way for students to learn, the constructive reading comprehension teaching emphasizes on integrating various resources to construct the meaning of the text.Many teachers have found some feasible teaching patterns in their practice of constructive reading comprehension teaching. However, every pattern is affected by various factors such as students, teachers, school, and environment. How should we maximize the effects of reading comprehension teaching? This paper offers the following three basic principles: first, setting up the goal, which is the starting point of teaching; the teachers should consider the reading habits of students and the types of selected texts when they set up the goal. Second, designing questions, the teacher should consider the purpose of teaching and the new developments of the students when designing the questions. Third, designing a situation, this is the distinguished characteristics; the teacher should place the students in a situation which they are interested in, so that they can get a deeper understanding.This paper also discusses some problems which the teaching of constructive reading comprehension should avoid: 1. Teachers should not emphasize too much on instruction and analysis by themselves, with their comments replacing students'independent reading; 2. Teachers should play their own roles in teaching, avoiding completely losing the control of students, and teachers should also be equal participants in the process of constructive teaching; 3. Teachers should not neglect the teaching of knowledge, excluding it from Chinese teaching by the excuse of constructive teaching; 4. Teachers should not take the misreading by students as creative understanding, and students can not go far away from the meaning of texts; 5. In classroom teaching, students must not neglect individuals'independent reading by focusing too much on cooperative reading.As Wei Shusheng says, it is not the right way to imitate others blindly in the teaching of reading comprehension, and the right way should be:"that teachers ought to learn the advantages from various schools of teaching and explore their own ways and methods of teaching in their practice with the realization of their own qualification, personal characteristics, and their familiarity with their schools and students; it would be just like honeybees gathering useful pollens in the garden of flowers and brewing them into sweet honey."...