| Intertextuality refers to the association between texts,that is,different fields and different types of texts merge with each other and learn from each other to form a phenomenon of mutual association between texts.Intertextuality not only enhances the richness of the content of the article,but also realizes the diversification of the main idea of the article,and promotes the innovation of the article.Thus,literary creation can continuously integrate the rich historical fragments,cultural fragments and consciousness fragments into innovative new texts,and constantly produce new meanings.This has a certain enlightening effect on junior high school students’ reading and Chinese teachers’ teaching.Carrying out intertextual reading teaching activities in junior high school Chinese teaching can help broaden students’ reading horizons and improve their reading ability.Through relevant research,it is found that intertextuality theory has the support of literature,sociology,psychology,philosophy and other ideas and theories,and supports literary creation in many aspects,as well as the reading behavior of readers.It is not only beneficial for junior high school Chinese teachers to carry out reading teaching,but also meets the needs of junior high school students’ exploratory reading.This paper explores the concept and relevant theories of intertextuality,and combines the current situation of teachers applying intertextuality theory to teaching and some students applying intertextuality theory to learning in some areas of Fujian Province,and explores the problems existing in the teaching of Chinese intertextuality in junior high schools.The problems mainly include:(1)some teachers do not fully understand the connotation of intertextuality;(2)Teachers’ enthusiasm in teaching intertextual reading is not high;(3)Some teachers have insufficient knowledge reserve in intertextuality teaching;(4)The interactive effect of some teachers in intertextual reading teaching is not good.This paper puts forward some countermeasures and suggestions for Junior Chinese teachers’ Chinese teaching from the perspective of intertextuality:(1)organizing intertextuality teaching seminars to strengthen teachers’ cognition;(2)To promote teachers’ initiative in applying intertextuality in reading teaching;(3)Increase the mining of reading teaching materials in the context of intertextuality;(4)Develop intertextuality teaching courses based on students’ thinking.Finally,this paper puts forward some teaching cases for the reading teaching of argumentative essays,prose,poetry,novels and other genres in junior high school,as a reference for junior high school Chinese teachers to carry out reading teaching. |
