A Study On Chinese Reading Instruction From The Perspective Of Cultural Inheritance And Understanding

As one of the key competence of Chinese curriculum,"cultural inheritance and understanding" literacy is of great significance to inherit Chinese culture,pay attention to and participate in contemporary culture,enhance cultural awareness and self-confidence,and understand cultural diversity.The concrete expression of "cultural inheritance and understanding" literacy includes three aspects:cultural understanding,cultural identity and cultural practice.According to the latest high school Chinese curriculum standards on"cultural heritage and understanding" literacy,the "culture" mainly refers to Chinese excellent traditional culture,revolutionary culture,advanced socialist culture,and different national and regional cultures.To cultivate the core cultural literacy of "cultural inheritance and understanding" is inseparable from reading teaching,the top priority of Chinese teaching.At present,Chinese reading teaching pays more attention to language construction and application rather than "cultural heritage and understanding".Thus,it is necessary to research Chinese reading teaching from the perspective of "cultural inheritance and understanding" and explore how to cultivate students' "Culture inheritance and understanding" literacy in Chinese reading teaching.On the basis of clarifying the concept,value and content elements of "cultural inheritance and understanding",this research combines the "cultural inheritance and understanding" literacy with the teaching of Chinese reading and clarifies the connotation and characteristics of Chinese reading teaching from the perspective of "cultural heritage and understanding" with the support of the theory of relationship between text and understanding and metaphor theory.Chinese reading teaching from the perspective of"cultural inheritance and understanding" has the characteristics of unifying humanity and instrumentality and emphasizes the dialogue of the process and the individuation of teaching.Its teaching types can be divided into reading teaching of traditional Chinese cultural works,reading teaching of traditional Chinese revolutionary works,reading teaching of Chinese modern and contemporary writers,and reading teaching of foreign writers according to different text contents.Each of the four types of reading teaching has its own teaching goals and contents.Clarifying these goals and contents is a key step in implementing the "cultural heritage and understanding" literacy through Chinese reading instruction.To know about the current situation of Chinese reading teaching from the perspective of "cultural heritage and understanding",this study selects representative teaching records for case analysis,and finds out the shortcomings of the current Chinese reading teaching based on the interviews with front-line Chinese teachers.One is that the teaching goals of"cultural Inheritance and understanding" are not clear.The second is that there are two phenomena of over interpretation and cultural apathy.The third is that it is easy to ignore the cultural experience of students in the teaching process.The reasons behind these problems are the deviation of reading teaching concepts,the mechanical teaching methods,the dispersion ofreadingteaching texts,and the limitations ofteachingevaluationmethods.For the above deficiencies and reasons,this study believes that we must first renew teaching concept and strengthen the goal orientation of "cultural inheritance and understanding";secondly,we must integrate teaching resources,enrich the texts of reading teaching,and expand cultural horizons;and in order to make teaching methods more diverse,we should mainly use dialogue teaching and situational teaching to improve cultural understanding,while flexibly using multiple teaching methods.Finally,it implements teaching evaluation from the two aspects of evaluation subject and evaluation method,and strengthens cultural practice.