An Analysis Of The Status Quo Of Over-interpretation In Middle School Chinese Reading Teaching And Its Countermeasures

According to the requirements of the new curriculum standard and reading teaching,the teachers pay more attention to the cultivation of the students’ aesthetic ability in the teaching.At the same time,because the literary works themselves have the characteristics of polysemy and openness,different readers tend to have different understandings of the same paper because of their reading ability,knowledge reserve and aesthetic interest.Therefore,the multiple interpretations are widely used by teachers.However,not all the interpretations are reasonable,and there are many excessive interpretations in the conclusion of multiple interpretations,which affect the readers’ correct judgment of the paper and depart from the original intention of multiple interpretations.It is urgent to correct and perfect them in teaching.This article explores and studies the problem of the excessive interpretations in Chinese reading teaching in middle School,and tries to find out the feasible strategies to solve the problem effectively,so as to give some revelations to Chinese reading teaching in middle school.In addition to the introduction and conclusion,this article consists of three parts:The first chapter is the excessive interpretations in the middle School Chinese reading teaching.This chapter first defines the concept of the excessive interpretations.And then summarizes the performance of the interpretations in the process of reading the paper,which can be summarized as exaggerated subjective experience,isolated interception of the paper,random guessing of the paper.In the end,it is pointed out that excessive interpretations will confuse the original meaning of the paper and weaken its aesthetic value.The second chapter is based on the questionnaire of the current situation analysis and the discussion on the cause of formation.In this part,teachers and students in the middle school stage are investigated by means of questionnaires to further understand the first-line teachers and students’ understanding and attitude towards the phenomenon of the excessive interpretations.This part analyze that the wrong orientation in the examination’s objective situation,the teacher mishandled the paper and can’t grasp the interpretation’s boundary,the lack of students’ knowledge reserve and aesthetic thinking ability are the reasons that lead to the phenomenon of the excessive interpretations in reading teaching.The third chapter is the strategies that solve the excessive interpretations’ phenomenon in the middle School Chinese reading teaching.This part is aimed at thespecific problems existing in the teachers’ teaching and the students’ learning.And combining the relevant teaching examples,starting from three aspects: basing on the actual papers,grasping the teaching direction and encouraging the sense of inquiry.Respectively,it puts forward a variety of concrete solutions,such as following the basis of paper’s creation,conforming to the teaching goals,sticking to the correct value orientation.And summarizes the strategies to deal with the phenomenon of the excessive interpretations.It is hoped that this Article can provide a practical reference for Chinese teachers to better guide paper’s interpretation in reading teaching.