The Interpretation Of Chinese Literature Instruction And Its Multi-perspective Instructional Design

Literary texts make up the majority of Chinese textbook.In recent years,transformation in Studies of Chinese Teaching and changing in teaching subject demand teachers to interpret texts in multidimensional perspectives.Nevertheless,the diversity and multiplicity of Literary texts as well as the complexity of teachers to make reading comprehension in teaching of Literary texts often deviate from the target,float outside the text,and merely a formality.As a method of analysis,"Close reading" can cope with this issue effectively.Based on the theoretical basis of "Close reading",this text mainly explores the multidimensional perspective and innovative teaching design of "Close reading",try to construct a more complete perspective and mode of "Close reading" and to provide theoretical feasible detailed guidance for the general front-line educators.This paper consists of five parts.The first part “Introdu ction” elaborated the origin and the research significance of the topic.The study on intensive reading of literary texts in Chinese textbooks is not only of great importance but also ofnecessity.Secondly,by reviewing the relevant theories from home and abroad,this paper traced the origin and development of intensive reading in all ages and tried to find the blind spots and breakthroughs and further deepen this study.Finally,the core concepts of this paper were defined and the research methods adopted were illustrated.The first chapter put forward the misunderstanding and reflections of the intensive reading method in Chinese teaching.At present,the major misunderstanding of adopting this method is: Texts interpretation deviate from the aim or the text,and be limited to the form.Teachers do attach importance to texts interpretation,but they do this often as a single reader and ignore the student’s subjectivity;they don’t differentiate different types of texts but adopt “ one-size-fits-all ”concept;thinking level is simplistic,that is,they don’t take into account the logic of the internal structure and human’s cognitive order.Based on this,the second chapter proposed the multidimensional perspective method of intensive reading.Multidimensional perspective includes the multi-perspective of the identity as readers,the multi-angle of the genrecategories and the multi-perspective of the thinking level.It is mainly the horizontal and vertical extension of texts.As a teacher,while dealing with the text,he or she should interpret it by means of multi-angle and multi-space,and then reasonably starts from different dimensions to finish teaching design according to the nature of the text,students’ actual state and other objective factors.This is the whole process of text interpretation as a teacher.In the third chapter,the author implemented the multidimensional perspective method.The whole intensive reading process of several kinds of literary texts under multidimensional perspective was listed as examples and finally the teaching design was formed.This provided the most intuitive and clearest model for readers and explained the practical significance of this study.The last part “ Conclusion ” mainly summarized the innovation and shortcomings of this study.Actually,adopting the multi-dimensional perspective to interpret texts can provide feasible theoretical guidance for texts reading,while in the teaching practice,teachers should improve their own literacy and use their extensive knowledge and professionalattitude to interpret every text.In this way,classic texts have their real significance in modern society.