| Misreading is an interpretation phenomenon that deviates from the meaning of the text and the author’s intention,especially in the student group performance is very prominent.The theoretical and practical research on misreading in academia is not uncommon and is getting deeper.As early as the 1920 s and 1930 s,Western deconstructivism emerged and was absorbed by our country.As a result,the new Chinese curriculum reform frequently raised calls such as "respect for openness and diversity","cherish unique reading experience",and so on,thus breaking the barriers of monolithic interpretation.But all kinds of misreading are often included in multiple interpretations.Since the 18 th National Congress of the Communist Party of China,the return of classics has become an important direction guide for school education and cultural construction.In the field of Chinese education,the reading teaching of literary classics has paid more attention to the guidance of humanistic value and the cultivation of literary aesthetics.It can be seen that the classic reading has gone through a closed single interpretation to the socalled laissez-faire multiple interpretation,and then to the modern value pursuit of not only cherishing students’ multiple understandings but also returning to classic works.How to balance one-sided to multi-sided trade-offs is largely related to the handling of misreading.The main body of the thesis consists of four chapters.Chapter 1: Theoretical overview.Through relevant literature research,combined with the concept of junior high school Chinese reading teaching,expound the relationship between misreading of literary classics and junior high school reading teaching,and further clarify the essence of "misreading" for junior high school students.Chapter 2: Analysis of types and effect.Firstly,through case analysis and literature research,the "misreading of junior middle school literary classics" is classified from the two dimensions of reading subject and misreading.Secondly,it explores the pros and cons of the misreading of the classics of junior high school students and pays attention to its internal production mechanism in terms of positive significance.Chapter 3: Exploring the Reasons.Through literature research,questionnaire surveys,interviews,etc.,the source of misreading of literary classics of junior high school students is mainly analyzed from the perspectives of teachers and students,text interpretation,and cultural environment.Chapter 4: Propose countermeasures.Misreading cannot be completely avoided.On the one hand,educators must lead students to really deepen the text and be good at contextual enlightenment to maximize the meaning of misreading.On the other hand,both teachers and students must continue to lay a solid foundation and improve comprehensive Chinese literacy to reduce and avoid unnecessary misreading. |
