本书研究的主题是“语文教师如何将自身中文学科层面的文本解读转化为文本解读课程”。本书首先对一般中文学科层面的文本解读和语文教育领城内的文本解读内涵进行了界定和划分，在此基础上提出“文本解读课程本质上足实践性课程，语文教师在文本解读教学化过程中居于关键地位”。之后本书将“语文教师文本解读教学化知识”和“语文教师文本解读教学化心理过程，确立为研究内容，并通过理论演绎和实证检验的研究方式对两项内容进行了探究。

Text-interpretation in the form of course roots from Chinese teacher's textinterpretation in the form of discipline.In the teaching situation，under the influence of many factors，Chinese teacher need to transform their text-interpretation form discipline to course，that is the Chinese teacher's Text-interpretation Teachinglize.Based on the definition of the Text-interpretation，Teachinglize and Text-interpretation teachinglize，the property of text-interpretation course is practical，The Chinese teacher plays a key role in text-interpretation teachinglize.The core issue of text-interpretation curriculum construction is developing of Chinese teacher's text-interpretation teachinglize ability，the knowledge and mental process of Chinese teacher's text-interpretation teachinglize are the research of teacher-centered text-interpretation curriculum construction.Text-interpretation knowledge and pedagogical text-interpretation knowledge are the core elements of Chinese teacher's text-interpretation teachinglize knowledge.Text-interpretation knowledge is the subject knowledge source of Chinese teacher's text-interpretation teachinglize，and is the decisive factor of text-interpretation course property.Pedagogical text-interpretation knowledge which embodies the property of the Chinese teacher's professional，is used for transform the Text-interpretation knowledge from discipline to course，and is most suitable knowledge for text-interpretation teaching.Text-interpretation knowledge and pedagogical text-interpretation knowledge influence each other and promote each other.Text-interpretation teachinglize mental process are series of Chinese teacher's mental operations under the control of mental monitoring，the differences of Chinese teacher's Text-interpretation teachinglize mental process show off in Chinese teacher's Text-interpretation teachinglize psychological model and level.Chinese teacher's text-interpretation teachinglize mental operations should include comprehension，organization，representation，selection，adaption and tailoring to characteristics.Text-interpretation teachinglize mental monitoring is very important in“planning and preparation”，“control and regulation”，“evaluation and feedback”.Chinese teacher's teaching concepts affect the Textinterpretation teachinglize mental monitoring particularly.Text-interpretation teachinglize psychological model closely related to Text-interpretation knowledge，pedagogical text-interpretation knowledge，and cognitive operations habits.The mental operations would show different levels in efficiency，accuracy and the depth of the problem representation.A comparative study on experienced and novice teacher' Text-interpretation teachinglize ability verified the theoretical study of the knowledge and mental process of Chinese teacher's text-interpretation teachinglize.Problems in Chinese teacher's text-interpretation teachinglize that have been found provide an important practical basis for follow-up study.Chinese teacher's text-interpretation teachinglize occur in the interaction of teachers and teaching situations，and need the support of external factors.Creating a good environment for Chinese teacher's text-interpretation teachinglize，and effective realization the value of the various elements of text-interpretation curriculum construction is the guarantee of Chinese teacher's text-interpretation teachinglize. Key Words: Chinese Teacher; Text-Interpretation; Teachinglize; Teacher's Knowledge; Mental Process