The Application Research Of Context Theory In The Text Analysis Of Middle School Chinese Reading Teaching

Based on the Chinese curriculum standard of general high school and Chinese curriculum standard of compulsory education,this paper takes the current situation of text analysis of Chinese Reading Teaching in middle school as the main research object,explores the application of context theory in text analysis,and strives to focus on the neglect of text analysis of reading teaching in current education practice,as well as the patternization,pan politicization and over interpretation of text analysis.This paper explores the effective methods and Strategies of text analysis,and finds new ways to improve the teaching quality of Chinese reading and improve the students' reading comprehension ability and thinking quality.This paper starts with the theoretical connotation of the elements,classification and functions of context,combs the research background,theoretical basis and research methods of context theory used in reading teaching text analysis,and explains the feasibility and necessity of applying context theory to reading teaching text analysis.Through the form of questionnaire,we can understand the current situation and problems of the application of context theory in middle school Chinese reading teaching,and analyze the results and explore the reasons.Finally,according to the survey results and the specific teaching texts,this paper explores the specific application methods and Strategies of context theory in text analysis from three aspects: text context,communication context and social and cultural context.Under the guidance of context theory,the teaching of Chinese reading in middle school returns to the text,and text analysis is paid attention to,so that students can master the ability to think and analyze the text independently,and constantly improve their language application ability and thinking quality.