The Problem Of Over-interpretation In Middle School Chinese Reading Teaching And Its Countermeasures

Under the background of curriculum standards advocating individuation and multi-creative readings,a scene of vigor and vitality on Chinese reading teaching has been presented in middle school.To some extent,the dominant role of students has received more and more attention,while the teaching process of teachers has not been limited by Chinese teaching reference book any more.Even if in this case that there exist rich contents and structural diversity in class,some non-negligible teaching problems should be still emphasized,such as over-interpretation phenomenon during Chinese reading teaching in middle school.Aiming to this phenomenon,large amounts of research have been done in this paper,and the main topics can be divided as follows:(1)Why should the over-interpretation phenomenon on Chinese reading teaching in middle school be studied?(2)What is the causes of "over-interpretation" formation in Chinese reading teaching in middle school?(3)What is the content of over-interpretation phenomenon during Chinese reading texts?(4)How to effectively avoid the over-interpretation phenomenon on Chinese reading teaching in middle school?It's worth noting that Question(1)is a preliminary question;Question(2)is a reason problem;Question(3)is an inherent problem;Question(4)is a developed problem.In this paper,some discussions and conclusion are made on the obtained literature research and teaching cases.Furthermore,four chapters are included in this thesis,and corresponding chapter arrangement is as follows:(1)Introduction.This section primarily answers to the background and meaning of "over-interpretation phenomenon" proposed,and summarizes the development of domestic and international hermeneutics.Then the effects of western hermeneutics on the Chinese reading teaching in middle school are discussed.Finally,the research thought,methods and creativity of the thesis are formulated.(2)Study on the causes of over-interpretation in Chinese reading teaching in middleschool.The causes of over-interpretation are discussed in detail,and it is emphasized that the difference of both readers and the diversity of perspectives is the inducement of over-interpretation.(3)Investigation on the concrete content of over-interpretation phenomenon on Chinese reading teaching in middle school.This section explores the over-interpretation phenomenon on Chinese reading teaching in middle school combined with the author's class internship experience and reading behaviors as well as interviews after-class of teachers and students.Firstly,how to define over-interpretation on Chinese reading teaching in middle school is explored by horizontally and vertically comparative study.In the horizontal study,some reading teaching phenomena such as " True and false,good and evil,beauty and ugliness" are concluded,while over-interpretation on knowledge,ability and emotions is analyzed in the vertical study.Finally,an overall over-interpretation analysis on fiction,prose,poetry and drama is made.(4)Investigation on methods of dealing with over-interpretation on Chinese reading teaching in middle school.Some developed suggestions are given as follows: 1)identifying the appropriate Chinese teaching goal;2)choosing suitable Chinese teaching contents;3)organizing proper Chinese teaching method;4)establishing advisable Chinese teaching evaluation.Conclusion.This section formulates the boundaries of Chinese reading in middle school,and the over-interpretation on Chinese reading teaching in middle school should be paid much attention.In addition,some disadvantages and future development of this research topic is given.