The Text-based Determination Of Senior High School Reading Teaching Content

The chronic illness of Chinese curriculum and teaching in our country is the ossification and randomness of the teaching content. Correspondingly, now the research of curriculum and teaching focuses on two parts, one is to reach Chinese curriculum standards, refactoring Chinese curriculum content, putting away old Chinese knowledge and adding new ones is the key. The other is making a point of national curriculum, strengthening the determinacy of teaching content. Two parts supplement each other. The teaching content of a specific Chinese subject should have the determinacy. Different classes use the same Chinese textbook, the teaching content should have high homoplasy. Because of Mr. Wang Rongsheng’s promotion and spread, the issue of Chinese teaching content’s determinacy which specific to a text, now is increasingly prominent.Textbook is a kind of text in essence. Form "textbook" to "text", the change of name contains the qualitative change of an idea, that is, the "textbook" which passes on the intention of the author and editor, becomes the "text" which is an independent exist. People’s understanding of selected article is also from " nothing but example" to the "subject" in dialogue. The concept of "text" enters the Chinese teaching and becomes "teaching text", in a broad sense, it means all oral and written language materials which are contacted by teacher and students in the teaching process. Narrowly speaking, it means single selected article. The concept of "text" in this study is mainly in a narrow sense.This study mainly aims at the determination of senior high school text’s reading teaching content, and puts forward the key point of "text-based" determination, which means the text is the most fundamental start compare with other subjectival or objective factor in the determination.The determination process of text teaching content, is the transition process form text’s "protogenic value" to "teaching value". The text which is initially owned by the author, produces once specific "teaching value" and teaching content through the impact and fusion of awareness by editors, teachers and students in the three levels of the curriculum, textbook and teaching. In the curriculum level, form the curriculum development angle, we can determine reading teaching content by the author, reader(editor, teacher and student), aim and situation’s fields of vision center on text. These fields of vision constitute relative fixed teaching content field.The text-based determination of reading teaching content bases on the importance of the text. The importance of text in reading teaching firstly comes from its own value. The identification of reading value is the identification of text value, because the text is the most direct and primary object of reading. Secondly, the importance of text comes from the relationship with other factor in reading teaching. "reading teaching is the dialogue process between students, teachers and textbook editors." The multiple dialogue directly depends on the text. How to treat a text concerns the quality of dialogue. So the text is the primary key to determine the teaching content and the core source of producing reading teaching content. We emphasize that reading teaching content should point to the text, it refers to the issue of "limit" for text interpretation. Overemphasizing " the center of readers" and pursuing multielement and personality leads to the wrong region of breaking away from the text in reading. According to Mr. Sun Shaozhen and Mr. Wang Rongsheng’s opinion, we consider the stable layer and system of the text subject which have "the response-inviting structure", tend to invite the "determinate" teaching content based on the study of literature and art and so on. In comparison, the richness and variability of the student subject tend to invite the teaching method of teaching students in accordance of their aptitude which based on the psychology. In this sense, we emphasize that the text is the very post of the determination of reading teaching content. Then how to grasp the text in the determination of reading teaching content? We introduce some specific strategy from different thinking and explanatory angle. Among them there are Mr. Sun Shaozhen’s reduction method and Mr. Chen Sihe’s finding text gap method, they have a great impact. In the theoretical view, we use Mr. Cao Minghai and Mr. Sun Shaozhen’s text hierarchical theory, Mr. Tong Qingbing’s stylistics, Mr. Wang Rongsheng’s view of "to determine teaching content according to the form of characters" for reference, and put forward a thought train of "language-image-meaning-language", and the stylistical principle of "type-style-mature style".In the textbook level, the textbook which is the carrier of the Chinese teaching content consist of text form, and "they use specific structure to present the imagination and design of "what to teach" and "what to learn" by the textbook editor", "the unit" have been the main form of Chinese textbook organization since Chinese became an independent subject. We take senior high school Chinese compulsory textbook of PEP, Jiangsu Educational Press and Shanghai educational Press for example, to analyse how the organization of the unit show the reading teaching content, and to give advice and suggestions about how to inherit and renew the stylistical organization of the unit. We consider that putting away old stylistical knowledge and adding new ones is the key means to eliminate long-standing abuse for the stylistical organization of the unit and to make it more rational. There are two trains of thought useful:one is to build up the "big stylistical awareness" of "type-style-mature style" on macro-level which shows that the organization of the unit is not restricted to the type level. The other is to research stylistic level mainly in the type level for teaching, making the organization of the unit more scientific and well-organized.In the teaching level, to determine the reading teaching content form the angle of teacher’s preparation for lessens, we still emphasize the "text-based" determination and take all students’ conditions, editors’intention, aim and the situation factor into consideration. The common procedure is as follows:The first stage is "the natural interpretation", taking the strategy of "tasting repeatedly with an open mind". The second stage is "the role interpretation", including two parts:one is the interpretation as a teacher, taking the strategy of "discovering the text". The other is the interpretation pointing to students, taking the strategy of "student’s needs". The third stage is "the interpretation pointing to the aims", taking the strategy of "focusing on the aim". The last stage is "the design and leaving space", taking the strategy of "designing and producing".