The purpose of reading is to gain meaning. And the process of reading is the process of constructing meaning. This process actually includes two levels: first, students get information from the text; On the other hand, students mobilize their own life experience and knowledge background to process the obtained information. Successful reading, as Gadamer said, has achieved "fusion of horizons". The level and angle of obtaining this "fusion" vary from person to person, which makes the multi-interpretation diversified, personalized and creative. On the one hand, it is because of its own value, on the other hand, it is because of the continuous "integration" of interpreters from generation to generation.
"Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice." Reading is essentially a creative activity. After accepting the text, you will definitely think and ask questions, and then you will be extended, developed and created. Therefore, teachers should implement effective teaching strategies to promote students' personalized reading. Really effective reading must rely on all the psychological and emotional activities of readers, grasp the objective things and their meanings reflected by written symbols through their perception and understanding, and achieve the purpose of reading. This highly personalized activity determines that reading can only be students' own business, and no one can replace it. Individualized reading results are essentially an individual's understanding, perception and experience of reading materials with strong subjective colors, and there are bound to be certain differences. And if students' diverse understanding is normal, healthy and gratifying, teachers should cherish and respect this understanding.
Paying attention to personalized reading practice is to precipitate colorful language and personalized thinking among different students. This way of reading is undoubtedly very active, just like a magnetic field, which can constantly absorb and integrate new language information, cultivate the quality of thinking, and thus transform students' own language and thinking. Over time, it will become the foundation of students' Chinese ability, the nourishment of cultural heritage and the bud of personality formation. Returning to the essence of education is to respect and develop individuality. Under the principle of encouraging differences, the classroom atmosphere of multi-interpretation is relaxed and democratic, and students dare to hold their own opinions and be unconventional, with enough psychological space and self-awareness.
But "there are hundreds of rivers in the sea, and it is difficult to discharge turbid water." After the new curriculum reform, although our Chinese classroom has become colorful, educational theories such as experience, experience, sentiment, edification, individuality and creation have been developed in generate, and the theory of multiple intelligences has been advocated. However, Chinese education in middle schools has its own discipline theory, and the lack of understanding and application of multiple interpretation theory makes students take random or even wrong and distorted interpretation and interpretation of some works.
Han Jun once pointed out in an article that there is a pair of contradictions in education in China. On the one hand, reading places special emphasis on ambiguity, that is, one solution cannot be used to deny multiple solutions, nor can other solutions be used to deny my solution. On the other hand, there should be relatively definite, established and commonly observed standards for the interpretation of works in Chinese classes to prevent multiple interpretation activities. Phenomenology, represented by Ingarden, a Polish hermeneutic, put forward the theory of "filling", which fully affirmed the reader's dominant position in literary activities, but also believed that "filling" should focus on the work itself, and readers should not be allowed to make "false concretization" at will, but must "return to the thing itself", that is, conform to the reality of the work. Gadamer also put forward the theory of "vision fusion" in which readers' vision and works' vision blend, and also noticed the restriction of works on the final result. Interpretation should take the text as the center of reading and criticism, and should be a two-way communication between readers and the text, not a one-way fantasy of readers.
In the middle school stage, the operation of multi-interpretation should not only actively encourage and support students' personalized reading and multi-interpretation, but also strictly respect the classic texts in textbooks and correct those game-based reading that is out of thin air and rebellious for the sake of rebellion. For example, in the class "One Mountain in Gong Yu", some students think that Gong Yu's "digging mountains" is not as good as "moving", and Gong Yu lacks economic mind; Some students think that "moving mountains" in Gong Yu has destroyed the ecological balance and should be stopped. Some students read from the back that "dad" is "old-fashioned" and "violates traffic rules" ... In this teaching session, students discuss enthusiastically and speak enthusiastically, but we see that due to the lack of intervention and guidance from teachers, students' understanding has taken a different path. There are many mistakes and deviations in students' interpretation of the dialogue between characters in their works. This interpretation directly leads to the loss of the meaning of the text. Over time, students' Chinese literacy and humanistic spirit will not be cultivated, but will be distorted and destroyed. For middle school students, we must see the fact that the rich connotation of classic works and students' understanding wisdom are not at the same level, and the gap between them is the reason for the existence of reading teaching and is also necessary. We emphasize that students are the main body of reading and encourage students to read creatively, but this does not mean connivance and laissez-faire for students' understanding. On the one hand, it is worthy of respect that students have their own reading comprehension ability, because this is the premise of in-depth understanding; On the other hand, this understanding is only a starting point, not the end of reading, and the purpose of reading teaching should be to go beyond this starting point. In addition, multiple interpretations should not go beyond the moral bottom line, but should conform to healthy aesthetic taste and literary aesthetics, including admiration for the sublime, praise for justice, pity for the weak and attack on the wicked. In reading teaching, teachers should of course correctly guide students' world outlook and value orientation. I remember once going to "Flying Impala" and asking my classmates to talk about their impressions of sickle-headed sheep. A student blurted out "Stupid!" Other students burst into laughter. Perhaps under the love of their parents, they neglected their own efforts, not to mention such tragic efforts. Therefore, for such an interpretation, teachers have the responsibility to guide them to return and help them re-understand and recognize.
In short, "a hundred rivers make tolerance great;" When you suck dirt, you can see its blue color. " Chinese teaching needs multiple interpretations, but it is not random reading, and it cannot be separated from the text center. Uncertainty cannot be understood as arbitrariness. As Qian Menglong said, a thousand readers have a thousand hamlets, and a thousand hamlets are still hamlets after all. Multi-interpretation is inseparable from the field of Chinese education in middle schools. The purpose of multi-interpretation is not to discover the new meaning of the text, but to provide a platform for students to better respect and understand the text.