Paper Keywords: horizon integration theory basic Chinese reading teaching strategy

Abstract:? Vision fusion? This concept was first put forward by the German philosopher Gadamer. ? Vision fusion? Based on hermeneutics, reception aesthetics and intersubjectivity theory, it is gradually applied to post-modern Chinese teaching, especially reading teaching, which has far-reaching significance. Reading is a very important learning content in Chinese curriculum, and reading teaching is the core part of Chinese teaching. An overview of this article? Vision fusion? Theoretical basis, and explore the dialogue strategy of Chinese reading teaching under this theoretical background. ?

? The new curriculum standard advocates creative reading, personalized reading and critical reading. It can be seen from this formulation that in contemporary Chinese reading teaching, students do not unilaterally accept the meaning of the text, but pay more attention to the integration of their spiritual world and the spiritual world reflected in the text, that is, the visual integration, which is itself a dialogue, a dialogue of the spiritual world. The theory of horizon fusion has far-reaching guiding significance for Chinese reading teaching.

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First, the theoretical basis of horizon fusion

? In Chinese, the visual threshold refers to the visible area, which contains everything that can be seen from a certain position. In German and English, Horizont/ horizon is the same word, and its scope is the boundary between heaven and earth. Metaphor refers to human vision, or the starting point and perspective of understanding. The concept of horizon fusion was mainly put forward by the German philosopher Gadamer. Vision fusion? The application of Chinese reading teaching from concept to theory is based on hermeneutics, reception aesthetics and intersubjectivity.

? 1、? Vision fusion? Interpretation principle of

? The purpose of interpretation is to better understand. Hermeneutics originated from Greek mythology? God of speed? Helms' name. Modern hermeneutics has gone through four stages since Helms, from Dilthey? Hermeneutics? To Freud's excavation interpretation, from Gadamer's dialogue interpretation to the interpretation between texts. The interpretation of each stage is based on dialogue.

? Gadamer continued Heidegger's thought and used it? Prejudice? This word indicates the historical existence of human beings, and it is integrated with history. Gadamer called it. Vision? . Admitting the influence of prejudice on understanding is to admit that history is a kind of? Effect? History, admit history and understand our present situation? Effective? . Text, especially its own historical horizon, when we read the text, we often use our own horizon given by history to understand historical works, and there will be two different horizons.

? 2、? Vision fusion? And reception aesthetics

? Reception aesthetics, also known as reception aesthetics. The acceptance and function of literature? Rise in the mid-1980s, when the Federal Republic of Germany. The basic view of reception aesthetics is that works are created jointly by works and readers, and the meaning of works is constructed in reading. In reading, the author talks with the reader through the text, so that the potential meaning of the text is displayed in the construction of the reader. Readers always read the text with their own feelings, thoughts and other value tendencies and knowledge reserves (expectation horizon), so as to gain a unique understanding of the text. Reception aesthetics, represented by Hans Robert Jauss, holds that reading is essentially a relationship between readers and texts and a subjective dialogue. Ezelle thinks that the text is a multi-level structure with blank and uncertainty, which is a kind of? Summoning structure? Call on readers to talk to them with their own thoughts, experiences and knowledge.

? 3、? Vision fusion? Intersubjectivity theory

Intersubjectivity? Theory is an important category in philosophy in the 20th century. This concept was originally put forward as a category of ontology and epistemology. The theory of intersubjectivity education holds that modern education is intersubjectivity education, and intersubjectivity, that is, teacher-student interaction, is the essence of modern education. The process of modern education is the process of inter-subjective sexual activities, and the two-way or multi-directional interaction between teachers and students is the key to the process of modern education. The theory of intersubjective sex education pays attention to the interaction between teachers and students. A deep understanding of the interaction between teachers and students means a deep understanding of the essence of education. We regard reading teaching as the integration of students and texts in multiple dialogues, which truly embodies the subjectivity of teaching.

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Two? Vision fusion? Dialogue Strategies and Chinese Reading Teaching

? 1, the integration of students and texts and the dialogue strategy of reading teaching

? Traditional Chinese teaching thinks that reading is just an acceptance. However, we know that although literary works are materialized things shaped by language symbols, fundamentally speaking, literary creation is to connect things with heart, that is, writers take care of social life with heart, and literary interpretation is to take care of social life with heart, that is, readers take care of social life with heart. ? 1 these two kinds? Heart? Both are flowing and hidden, and the collision and combination of two hearts form another world. Therefore, the dialogue between students and the text is a process of meaning interaction and construction, a process of constantly revealing the internal meaning of the text, a process of constantly listening and speaking, and a process of dialogue. Reading, as a kind of dialogue, is the communication behavior between subjects and the reaction process of the two-way movement between the author and the reader. Reading teaching is a multi-dialogue among students, teachers and texts, and a process of ideological collision and spiritual interaction.

? Text is a dialogue system and provides a platform for dialogue. The text is open, accepting all readers to enter and communicate with it, and it is a subject in itself. Because the text itself is a historical thing, it has a certain historical distance from the reader, and in the initial stage of reading, it will have a certain sense of distance and strangeness to the reader. Therefore, teachers must play a good guiding role in reading teaching, so that students can get close to the text first. The following methods can be adopted: reading the text and understanding the content; Then think about the original creative intention of the text. In this process, students' desire for learning must be aroused.

? 2. Some feelings: between teachers and students? Vision fusion?

? The relationship between teachers and students is the most basic interpersonal relationship in educational activities. We should abandon the concept that teachers are absolute authority in the relationship between teachers and students in traditional education. In the new era of education, teachers and students should be equal interlocutors and relatively independent individuals.

? Passive communication mode becomes active interaction mode. Traditional reading teaching regards the content of the text and the answers given as the biggest goal of reading teaching, and equates textbook knowledge with students' quality. In the process of reading teaching, students are only used to the gift of words and are only good at the interpretation of others. So students gradually form a mindset. They always want to understand and remember what is written in books and what authorities say, and dare not question it. This is a passive way of communication. So should we reposition modern reading teaching, that is, active interaction? Spiritual dialogue? The way. This way pays attention to students' real experiences and experiences, and pays more attention to their real feelings after reading, so as to realize spiritual communication and humanistic communication between teachers and students.

? 3. Integration of life and life.

A thousand readers have a thousand hamlets? For the same text, different readers have different understanding angles and depths of the text because of their different growth backgrounds, life experiences and knowledge levels. The text is objective and open to every reader. In reading teaching, students are readers, and today's reading teaching tends to open dialogue and exchange, in short, it is an equal dialogue relationship. This kind of equal dialogue includes the dialogue between teachers and students, as well as the dialogue between students. This kind of dialogue does not require a student to ask others according to his own standards and norms, but to implant himself into others' field of vision, so as to upgrade to a higher universal level in dialogue and communication, and obtain a spiritual sublimation and expansion of existence from it.

? In today's new curriculum reform, we should aim at cultivating students' independent thinking and innovation ability; Cultivate students' real Chinese literacy, abandon the traditional position of teachers' absolute authority and absolute discourse leadership on the premise of equality between teachers and students, and become better guides and organizers for students. Reading and reading teaching are a process of mutual integration of multiple horizons, and realizing the integration of multiple horizons is itself a kind of multiple dialogue. We should base ourselves on real spiritual dialogue and achieve the real purpose of educating people. ?

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References:

? [1] Chinese Curriculum Standard for Full-time Compulsory Education (experimental draft) 200 1 was jointly formulated by the people of China and the Ministry of Education.

? [2] China people * * and China Ministry of Education formulated the "ordinary high school Chinese curriculum standards (experiment)", People's Education Press, 2003.

? [3] Gadamer: Truth and Method (Volume I) [M], translated by Hong Handing, Shanghai Translation Publishing House, July 2004.

? [4] Long, Literature Reader, Beijing: Peking University Publishing House, 2004.

? [5] Huang Zhicheng. Pedagogy of the Oppressed: Theory and Practice of freire's Liberation Education. Beijing: People's Education Press, 2003.

? [6] Liu Yongkang. An index of Chinese education ideas combining Chinese and western-exploration of Chinese teaching. Chengdu: Chengdu University of Technology Press, 1993.

? [7] Long, Literature Reading, Beijing: Peking University Publishing House, 2004, p. 2.

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