The Study On Current Status And Countermeasures Of Chinese Reading Teaching In Middle School From The Perspective Of “Multiple Interpretation”

"Interpretation" is now the biggest topic of Chinese classroom heat, caused the attention of experts and scholars. There are a lot of teachers in the classroom teaching has a lot of practice and exploration. "Multiple interpretations of" like a spring into the classroom, bring new vigor and vitality to the classroom. But with the in-depth interpretation of the classroom, we found many problems in the practical teaching. On the one hand, there are many teachers have the "interpretation" theory is introduced into the classroom; on the other hand, because of the teacher in the teaching process of improper operation, the "interpretation" in the process of implementing the mistakes, resulting in a "over interpretation", "Misreading" problem. Whether it is "an element of" or "over interpretation", the "interpretation" has become a target for all, the future is worrying. Therefore, this article in the "multiple interpretations" perspective on the middle school language reading teaching situation and Countermeasures analysis. Trying to find a reason for the situation, and put forward the corresponding strategy. This paper will be described from the following three aspects, the specific contents are as follows:The first part is an introduction. Including three aspects: the purpose and significance of the writing origin, literature review and the "multiple interpretations". Cause to rise because of the multiple interpretations of literary works itself has ambiguity. And the readers of different levels, the understanding of the work are not the same. The different time background, different growth environment, the reader perspective will produce different. Teachers in the face of this difference should be interpreted to encourage students to multi angle, a full range of. In addition to the difference of the works, as well as the requirements of the new curriculum standard, the student individuality reading requirements. "Interpretation" can cultivate the students’ independent thinking ability, to cultivate the students’ spirit of cooperation between the students’ Chinese accomplishment, improve.The second part includes two aspects: one is the theoretical basis of "interpretation"; two is "Application of multiple interpretations" in the teaching of practical learning, teachers’ teaching concept, students are different, the multi interpretation in the practical application of the bias, the appearance of "explanation" and "over interpretation" the two kind of teaching situation, and the reasons for these problems are analyzed.The third part of the reading teaching for the "interpretation" from the perspective of the problem, the author from the perspective of text and teaching strategy point of view put forward the corresponding countermeasure, for the smooth implementation of the "interpretation" in the teaching, and provide relevant basis.