Study On Multiple Interpretation Of Chinese Reading Teaching Texts In Junior High School

This study mainly adopts the methods of literature research,case analysis,observation and comparison to study the interpretation of selected literary works in the Chinese textbo oks of junior middle school compiled by the ministry.The text is composed of three parts:first,from the basis and function of multiple interpretation of teaching texts,this paper expl ains the relationship between text interpretation and Chinese teaching,makes clear that the implementation of multiple interpretation of texts in reading teaching is the key to the furth er development of reading teaching,and analyzes the practical significance of the existence of multiple interpretation on the basis of relevant theories.Secondly,this paper analyzes th e four bad situations of Chinese text interpretation in junior middle school reading teaching,and then sums up the different reasons from the subjective and objective perspectives.Thir dly,combined with the current situation of Chinese teaching,this part makes practical expl oration on the multiple interpretation method of junior middle school reading teaching.Bas ed on the analysis of the current situation in the second part of the paper,this part puts forw ard several starting points of text multiple interpretation and puts forward several solutions to dialectically deal with several pairs of contradictions that may occur in multiple interpret ation.Finally,combining with the case of "partial compilation" teaching text,starting from the construction and application of language,which is often neglected,this paper proposes three dimensions of multiple interpretation,namely text structure,expression mode and lan guage features,in order to ensure the smooth implementation of multiple interpretation of Chinese text in junior high school.