Paper Keywords: literary appreciation reception theory teaching

Abstract: How to teach literature appreciation well is an important topic for every college Chinese teacher. Only by taking students as the aesthetic subject and letting them actively participate in literary appreciation activities and gain literary experience can we really improve students' literary quality. Reception theory is undoubtedly an effective theory to mobilize students' enthusiasm for participation and improve their appreciation ability.

Literature appreciation teaching is a teaching form to experience and comprehend the beauty of literature through specific works. Through students' aesthetic activities, we can cultivate students' interest in Chinese, broaden their literary horizons, improve their ability to feel, experience, appreciate and evaluate literature, enhance their imagination, enrich their emotions and promote their all-round development in morality, intelligence and beauty. How to teach the course of literature appreciation well is an important topic for every college Chinese teacher. Only by taking students as the aesthetic subject and letting them actively participate in literary appreciation activities and gain literary experience can we really improve students' literary quality. Reception theory is undoubtedly an effective theory to mobilize students' enthusiasm for participation and improve their appreciation ability.

First, the main points of acceptance theory

Reception theory is a new method in the study of western literature in 1960s. This theory focuses on literature and reality, literature and readers, the function and social effect of literature, and pays special attention to readers as the object of literary research. They believe that the existence of literary works is closely related to readers' reading and interpretation. It can even be said that works that are not read by readers are just a bunch of lifeless words and materials. Readers liberate their works from words and symbols through reading practice and give them practical significance. The meaning of the text is neither given by the author, nor can the text be generated automatically and completely, and the final completion of the meaning needs the reader to fill in. The social significance and aesthetic value of any literary work can only be realized through reading. It is this theory that emphasizes the enthusiasm and initiative of readers in the process of literature reading, so it plays a positive role in cultivating students' appreciation ability in literature appreciation class.

Secondly, reception theory stimulates students' creative reading.

The traditional teaching of literature appreciation emphasizes the teacher as the main body, and the teacher analyzes and explains the works as a closed system, dissects L from the language form, and tirelessly analyzes syntax, paragraphs, levels and thoughts. And pass it on to students in a one-way way, so that students can complete their education in passive memory. In this way, students' creative reading is excluded, and their own experience and views on literary works are excluded from teachers' understanding. The teacher's explanation is so-called. Reception theory can stimulate readers' creative reading of works, provide theoretical basis for changing teaching mode and emphasizing student-centered education method, and can stimulate students' creative reading in practice.

First of all, readers expect the existence of vision. In fact, students, as readers, must have their own understanding of a literary work before contacting a work. This kind of understanding is students' anticipation and expectation of literature acceptance according to their own reading experience and aesthetic taste. Is this the so-called? Looking forward to the horizon? . It was put forward by Jauss, one of the representatives of German reception aesthetics. Simply put, looking forward to the horizon? It is the knowledge and understanding of the artistic characteristics and aesthetic value of the works of art that the recipients have gained and accumulated in the past appreciation. Based on this perspective of expectation, when reading literary works, students will certainly have different understandings from the author's original intention.

Secondly, the literary works themselves? Blank point? Does it need readers to go further? Fill in the blanks? Reception theory holds that once a literary work enters the society, it becomes an objective existence without the author. Any literary text is uncertain, and its existence itself is a kind of? Summoning structure? , used a lot? Blank point? . This kind? Summoning structure? Are you online? Indefinite? And then what? Blank point? Whether readers can accept it is an uncertainty. Not only that, they also believe that the process of readers accepting literacy trees is the process of recreating the text and realizing literary works. Literary works are not exclusively produced by authors, but jointly created by authors and readers. Readers are not only connoisseurs and critics, but also writers, because appreciation and criticism are the production and realization of literary works. In fact, literary works leave a lot of room for imagination because of the existence of a large number of uncertain factors such as the implication and fuzziness of their language. Spring can't close the garden, but an apricot leaves the wall? What's the scenery like in the garden? Every reader needs to make an association. Reception theory holds that students can put their life experiences, thoughts and feelings into reading and transform abstract literary symbols into concrete literary images. There are a thousand Hamlets in the eyes of a thousand readers? That's the truth.

Thirdly, the concrete application of reception theory in literature appreciation teaching.

According to the reception theory, students' creative reading of literary works can be carried out from the following levels:

The first is the concretization of the image of the work, that is, the reproduction, supplement, enrichment and transformation of the image of the work.

This is more important for the creative reading of narrative works. When reading this kind of works, readers can reproduce the image that conforms to the description of literary works through creative imagination. In fact, the images in many literary works are the unity of certainty and uncertainty, which makes it possible for directors to choose actors for scripts according to their own understanding of literary works. Many viewers often think that the actors in film and television dramas are very different from their own images, just because they participated in the director's creative reading. For example, in Jin Yong's The Legend of the Condor Heroes, Guo Jing's image description is very vague, leaving readers room for imagination and creation. Similarly, in Lu Xun's novels, many characters are sketched, which reminds you of Qian Qian. Ah q? 、? Kong Yiji? 、? Sister Xianglin? There are many other images that are like this. Therefore, when teaching the appreciation of such works, teachers should let students do their own creative reading according to the spirit of reception theory, and should not take their place.

Secondly, the re-experience of emotion, that is, to guide students to transform the emotions of characters and authors into their own concrete emotions, which are sublimated and edified in the voice of emotion. Literary works are emotional, Wordsworth said: Poetry is a natural expression of strong feelings. ? Leo Tolstoy once said: Do works of art convey their feelings to others through it? . By appreciating literary works, we can deeply understand the author's emotions, such as emotions, emotions, emotions. Zhu Ziqing's "Back" describes the sincere love and pity between father and son through a lens clip, which is still memorable. Chen Ziang's "Youzhou Tower" expresses to us the sad song of infinite time, limited life and hard-earned ambition. Facing the vast mountains and rivers, a talented person who has never met before, thinking about the past and then learning, is independent of the long world, and can't help feeling lonely. This kind of mood is also more likely to arouse the * * of those who have great ambitions but have never met talents. Re-experiencing this emotion in literary works can improve students' spiritual realm and purify their souls, thus achieving the fundamental purpose of literature appreciation teaching.

Thirdly, students are allowed to misread works rationally, and the theoretical source of reception theory is that readers' understanding of literary works is always a misreading. Where there is an explanation, there is a mispronounced sound. The misunderstanding of accepting the theoretical requirements is a rational misunderstanding, that is, although the reader's understanding is somewhat different from the author's original intention, the work itself objectively shows the connotation of this understanding, thus making this misunderstanding reasonable. In their view, this rational misreading is the expression of readers' creative reading. For example, Lu Xun's novel Diary of a Madman was originally intended to show a person's inner disorder and impatience. Lu Xun was not satisfied with this, but Qian, the editor-in-chief of New Youth at that time, read it out? Moral? Feeling the great anti-feudal connotation of the work, it was published immediately, which caused great repercussions, and this incident has since strengthened Lu Xun's determination to take the road of saving the country through literature and art, such as Li Shangyin's poems? Silkworms in spring will weave until they die, and candles will drain the wick every night? It was originally intended to show the bitterness of lovesickness between lovers, but today's readers compare it to the dedication and death of teachers, which is widely accepted by everyone. It can be seen that this misunderstanding, which embodies readers' subjective factors, may not be convincing. In the teaching of literary appreciation, especially for symbolic works, such as modernist literary works, we should pay more attention to promoting this rational misunderstanding and exploring students' creativity to the maximum extent.

Four. conclusion

Reception theory changes the direction of literary evaluation from the former author-centered comment mode to the reader-centered reading mode, and the creativity of readers is fully exerted. Therefore, advocating this theory in the process of college literature appreciation education is of great significance to the cultivation of college students' literary literacy.

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