| Literature works of Chinese teaching in high school occupies a large proportion, so literature reception activities have become an important part of the teaching activities of Chinese teaching in high school, and also plays an important role for the students to actively cultivate their ability of aesthetic perception, aesthetic appreciation and aesthetic creativity, but the teaching status quo of literature reception activities in the high school of Chinese teaching do not reflect the important meaning of students’subjective initiative. Although along with the advancement of the new curriculum reform, Chinese language teaching began to pay more attention to the subjectivity of the students’learning, the teaching methods of language classroom also presents a diversified development trend, but the improvement of teaching has never go deep into the essence of the students actively acceptation. Therefore, the author searches for the answer from the literature reception theory, which is paid great attention gradually in the language education. By connecting the forefront theory achievements of literature reception theory to the practice of the Chinese subject teaching, to have a clear understanding of the literature reception activities in the high school of Chinese teaching, and put forward the feasible teaching strategies.This paper mainly consists of four parts:The first part is research overview, including the definition of core concepts, the review of research about literature reception theory and the exploration of teaching of literature reception activities in high school of Chinese teaching, the reason and meaning of the research, and research ideas and methods.The second part is the teaching status quo of literature reception activities in high school of Chinese teaching and analysis of the causes. From the teaching status quo, the design of teaching is away from the students as its main body, the teaching mode of literature reception activities became rigid, and the two tendencies teaching of text reading:rely too much on teaching reference and new dissimilation. Through the problem, the main reason is the text, teachers and students being lack of subjectivity in the teaching process, the ignorance of students’aesthetic consciousness and the weakness of the interaction between the main bodies.The third part is a review of the literature reception activities in the high school of Chinese teaching. Under the view of literature reception theory, into the practice of teaching, further explore the basic forms characteristics and process of literature reception activities in high school of Chinese teaching, distinguish between the general literature reception activities and the literature reception activities in high school of Chinese teaching, to have a scientific and rational cognition, and get the enlightenment of Chinese teaching.The fourth part is teaching strategy of the literature reception activities in high school of Chinese teaching. Through the combination of theory and practice, put forward the literature reception activities should follow the five principle in teaching class:the subjectivity principle, communication principle, literariness principle, difference principle, the times principle, as well as the teaching strategies of literature reception activities in an effective classroom:attaches great importance to the students’horizon of expectations to promote the personalized design of teaching; Fill the blank of the "recalling system" and improve students’ability of aesthetic creation; Promote "horizontverschmelelzung" in inspiration, flying the students’literary imagination.All in all, this thesis focus on the close combination of theory and practice, The research achievements of literature theory into Chinese teaching research thought resources, so as to develop Chinese subject teaching research field of vision, in order to provides a new train of thought to improve the Chinese subject teaching practice, and in order to have little practical effect on the study of the literature reception activities teaching in high school of Chinese teaching, further promoting the humanity of Chinese teaching. |
