Study On Personalized Reading Teaching Of Literature Works Of High School Chinese

Reading itself is a personalized behavior. However, teachers’ analysis in reading often determines students’ understanding. And the meaning of reading texts is also defined by teachers.Thus,reading experiences are restricted by standard answers under exam-oriented environment and the personalization of natural reading practices suffered from alienation seriously. Due to the precondition that exam-oriented environment cannot be changed, personalized reading teaching becomes increasingly important. It tries to find its position through its compromises with the exam-oriented environment and aims at cultivating students’ ability in understanding literary works, imagination and critical thinking, which helps to improve their comprehensive ability in Chinese.This article contains the following five parts:The introduction part mainly discusses the cause of personalized reading teaching and illuminates the value and significance of the study on personalized reading teaching; the first chapter defines the concept of personalized reading teaching and its relationships with literature essence, Reader-Response Theory and Dialogue Theory. Meanwhile it analyzes the practical significance of how personalized reading teaching helps to shape students’ personality; the second chapter analyzes the reasons why there is a lack of personalized interpretation in high school Chinese reading classes and the approaches of how to realize personalized reading teaching through three different reading types; the third chapter illuminates the strategies of the cultivation of the personalized reading teaching from the aspects of teachers, students and teaching materials; the conclusion part restates the value and significance of the study on personalized reading teaching and the writer’s expectation for a broader space of students’ reading activities as the exam-oriented environment changes.