高中语文多元解读实践探究-学科教学(语文)专业论文.docxVIP

聊城大学教育硕士学位论文 聊城大学教育硕士学位论文 ii ii ABSTRACT The long-term teaching practice I deeply appreciate makes me understand the teaching of reading literature is the main body of high school language teaching. However, the current number of classroom teaching of reading through the “cramming education” ,full house asking and speak casually, is still in an inefficient state. Teachers explain the contents the students already know; or skim over the surface of the outstanding works, yielding to the students at random to play. This shallow classroom expectations will only lead to the disappearance of an interest in reading or it is becoming weaker. Although many teachers in the reading under the New Curriculum ideas started to oppose one aspect reading and advocated multiple interpretations, they went to the extreme, becoming multi-unbounded, distorting the real meaning of the text. So how to achieve true multi-language teaching reading in high school becomes the focus. This paper discusses how to make reasonable multiple understanding in the teaching practice of reading in Chinese education of senior high school, according to the errors of multiple understanding in the teaching of reading nowadays and the compulsory 1-5 version of the classic texts of Shandong Province.The first part is the status and errors of multiple understanding in the teaching of reading. Since multiple understanding becomes a hot topic after the new teaching reform, many front-line teachers have tried in the classroom. However, their high and blind enthusiasm of seeking difference, combined with the the deviation of multiple understanding, leads to the status of deviating from the texts and lacking guidance of value. The second part is about the principles of multiple understanding in the teaching of reading and the qualities of the teachers. According to the errors of multiple understanding in the teaching of reading nowadays, the the principles of multiple understanding in the teaching of reading are