Research On Teaching Interpretation Of Practical Texts In High School Chinese Textbooks

Practical texts are one of the important texts in the unified compilation of high school Chinese textbooks.Under the background of core literacy,it puts forward higher requirements for Chinese teachers to interpret practical texts.How to properly and efficiently interpret practical texts in the context of new textbooks,new curriculum reform and new training concepts has become the focus of Chinese reading teaching.This paper takes the unified compilation of practical texts in high school Chinese textbooks as the research object,takes teaching interpretation as the research perspective,and interprets the curriculum significance contained in the unified compilation of practical texts in high school Chinese textbooks from the aspects of resource development of practical texts interpretation,textbook interpretation of practical texts interpretation and implementation of practical texts teaching interpretation.And dig deep into the educational value and curriculum significance of practical texts under the background of the new curriculum reform.First of all,the practical texts are placed in the context of textbooks,and the ontology knowledge of practical texts and the progressive contact of Chinese teachers with practical texts are interpreted and explored.Through the research,it is found that the practical text itself contains rich text ontology knowledge.Chinese teachers who are not influenced by teaching thinking have rich perspectives and dialogue platforms for interpreting practical texts.After that,it interprets practical texts into textbooks and further analyzes the text resource selection,combination and generation of practical texts under the influence of core literacy,task groups,textbook editors,students,authors and other factors.Through research,it is found that practical texts have added educational value to textbooks,which is also dominated by educational value.On this premise,practical texts have been selected,tailored,integrated,combined and condensed.Finally,it points to the implementation of practical text teaching interpretation,and Chinese teachers are the important subject of implementation.It is found that the teaching interpretation results of practical texts cannot be directly converted into students’ cognition results.Chinese teachers need to combine the current teaching organization form to carry out secondary selection,processing and design.Meanwhile,Chinese teachers should be controlled by the thinking of achievement transformation in the implementation process,and addition and subtraction,accompanying and demonstrator are important contents of the thinking of teaching interpretation results transformation.From the above three levels to construct the unified compilation of high school Chinese textbooks practical text teaching interpretation content.