The Study Of Reading Teaching Of High School Literature From The Perspective Of Response-inviting Structure Theory

In conjunction with current requirements for cultivating students' core qualities,the " Standards for Ordinary Senior High School Chinese Language Curriculum " published by the Ministry of Education requires that the goal of high school language disciplines have four key points: the construction and application of language,the development and promotion of thinking,aesthetic appreciation and creation,and cultural heritage and understanding.This shows the importance of improving students' thinking ability.The Chinese reading teaching work of high school undertakes the important task of improving students' thinking ability.However,after investigation,it has been found that reading teaching work still has problems such as the pattern of reading teaching content is rigid,the objection of reading teaching is utilitarian,and the process of reading teaching is oversimplify.All these issues prevent the function of reading teaching from fully delivered.What's more,students' imagination,creativity,and critical thinking abilities are hindered.In the 1980 s,The response-inviting structure theory and acceptance aesthetics which are put forward by Wolfgang Iser have been introduced into China.They arose the domestic scholars' attention and provided a new point of view for the reading teaching work of our country.The response-inviting structure theory holds that literary works themselves have a structural mechanism that summons readers to read.The significance of literary works is dynamically generated in the two-way communication of “readers-works”.The structural mechanism that arouses the readers to communicate with the literary works is the rich structure of " blanks " " gaps " and " negation " contained in them.The effective use of the response-inviting structure in reading teaching work is of great significance in cultivating students' imagination,creativity and critical thinking.By probing into the trace ability and connotation features of the response-inviting structure,it is concluded that the Chinese reading teaching work under this theory has the features of openness,communication and construction.Therefore,teachers should pay attention to the students' re-experience in the reading process and attach importance to their construction of the meaning of the work and self-meaning.Finally,via analyzing the forms of blank,gap and negation in the high school Chinese texts,the tactics of high school Chinese reading teaching work under the view of the response-inviting structure are proposed: stimulate students' imagination by using " blanks ";promote student's creativity by making up for " gaps ";make students' thinking more critical by skillfully using " negation ".In combination with various approaches,corresponding teaching cases are presented to enrich the practical significance of the response-inviting structures.