The Historical Evolution Of Chinese Teaching Material Text Interpretation Strategy

Interpretation of the text has always been the top priority of Chinese curriculum.To somedegree,the development trend has directly represented the basic trend of the whole Chinesecurriculum.How to interpret the text and what ways and methods should be taken to achievethe best interpretation of the text? Thus,doing research on text interpretation strategy is ofgreat significance for the whole Chinese curriculum.This paper,using literature reviews andhistorical research methods,according to the three historical stages of early period and laterperiod of twentieth century,and the early period of twenty-first century,from the two aspects ofthe overview of text interpretation and text interpretation strategy,and the historical review andproblem analysis of Chinese teaching material text interpretation strategy;has made aninvestigation of the historical evolution process of China’s reading teaching since the modernChinese subject became independent;and has put forward proposals for improving Chineseteaching material text interpretation strategy.The first part:An overview of text interpretation and text interpretation strategy.InChinese teaching,there are two kinds of “text”: the first text,namely, the author’s originalworks;the second text,namely,the teaching materials with interpretation and hints,which isrevised by editors.Interpretation of the text is analyzed from the literal meanings:“read” isreading,and “interpretation” is understanding.Interpretation of the text is that the readers’ textreading,understanding and explanation activities for literature works.As seen from the longhistory,the text interpretation has its own development and evolution process.In this paper,thelanguage teaching material text interpretation strategy is:(1)According to students’ learningregularity,in order to achieve the expected teaching effect,teachers have specific methods forteaching material text’s reading,understanding and explanation.(2)According to their ownlearning regularity,in order to achieve the expected learning effect,students have specificmethods for teaching material text’s reading,understanding and explanation.The second part:The historical review and problem analysis of Chinese teaching materialtext interpretation strategy.This paper has taken the historical review from the traditionalChinese text interpretation strategy in the early period of the twentieth century to Chinese textinterpretation strategy in the later period of the twentieth century.In the early period of thetwentieth century,influenced by the traditional text only or form first mode,text interpretation is still restricted by the “mechanical reading” or “reading mechanically”.The innovativethought trend of May4thMovement has brought new blood for the text interpretation,whichhas transferred from the text interpretation strategy of simply by the author as the center to theinterpretation mode of taking “author--works”as the center,ignoring the existence and role ofthe readers.After the founding of People’s Republic of China,Chinese educational circles havestarted to learn from the former Soviet Union.Influenced by the aesthetics in the late1980s,thetheory research of paying attention to readers and reading has injected new vitality and bloodto the traditional text interpretation mode.In this period,the mode has changed from thetraditional “works-author” to “works-reader”. In this mode,the readers play a decisive role incarrying out a comprehensive dialogue between the readers and the text.So,interpretation ofthe text has further scientific development.After entering the21stCentury,the learningmethods of “autonomy,cooperation and exploration” have become the most important ways oflearning in the new curriculum reform.Since then,interpretation strategy of multiple“dialogues” has begun to replace the traditional text interpretation strategy.During the hundredyears of historical evolution of text interpretation strategy,we can find the major existingproblems. The “false sanctification”,“rationalism” and “non-self” mode of text interpretationhas seriously hindered the scientific development of text interpretation.The third part:Reflection on the improvement of Chinese teaching material textinterpretation strategy.In this chapter,for the Chinese teaching material text interpretationstrategy’s un-reasonability and the causes,the theorist has put forward proposals on theimprovement of Chinese teaching material text interpretation strategy.For the “falsesanctification”,“rationalism” and “non-self” mode of interpretation process,the theorist hasrespectively put forward multiple interpretation strategy,dialogue interpretation strategy andexperience interpretation strategy.“Taking the essence and getting rid of the dregs”---it cannot only make the education authorities better grasp the direction of Chinese teaching andteaching materials in the formulation of policies,but also help teachers to better carry out textinterpretation teaching practice under the guidance of the theories.