The Junior Middle School Literary Texts In Chinese Textbooks Interpretation Research

How to improve the ability of teathers to understand the text is a difficult problem in Chinese teaching.The problems of the appearance,stylization and aging of teachers' text interpretation are still serious in the reform of Chinese curriculum in the new century.Compared with the actual text and discourse text,the text of literature is the largest proportion in middle school Chinese textbooks,and it's generation of meaning depends on readers' reading experience and acceptance level.Learning literary texts can not only broaden students' horizons,bimprove their humanistic quality,but also help to enrich language accumulation and improve language expression ability.Studying the literary text interpretation of junior high school textbooks is an important way to improve teachers' ability to interpret texts.Influenced by traditional teaching inertia and examination evaluation orientation,the interpretation of literary texts has not been paid enough attention.It lacks both a comprehensive theoretical analysis and sufficient teaching experience.Based on the summary of domestic and foreign related researches,through literature study,case analysis,the status and the existing problems of literary text interpretation in the junior high school textbooks are summarized and analyzed,and the corresponding solutions was put forward which has a strong practical value to improve the teaching effectiveness of literary texts.The Chinese curriculum standard,textbooks,examinations has put forward specific requirements on the literary texts,and some teachers have realized the importance of literary text interpretation,but interpretation thought stylization,interpretation consciousness popularization,and interpretation angle simplification still existing in the interpretation process,teachers still go astray that based on their own knowledge,pleasing students for the purpose,taking text understanding as the center,which is mainly caused by the diversity of the influence factors of literary texts,the lack of knowledge of texts of teachers' literary texts and the weak reading qualities of students.To solve these,literary text interpretation should be adhering to the new curriculum standard,and emphasis on text characteristics and students' personal understanding;based on the students,pay attention to literature text reading experience,to improve the teachers' literary text interpretation ability and provide a reference for teachers' future text interpretation.