阅读教学在中学语文教学中占据最主要的位置，如何更到位的解读课文、更好的培养学生的阅读能力成为关键问题。这一问题与阅读时的思维观点、解读的理念方法密切相连。　　由克里斯特瓦提出的“互文性”改变了传统的文本观认为文本不是孤立存在的个体，每一个文本都相互勾连，每一个文本都是前文本的基础上的改造。与之相应的，以互文性理论为阐释基础的互文解读强调文本关系，改变过去的线性文本观，强调文本关系，视阅读为动态、开放的过程，使文本衍生出无限的可能。互文解读对中学语文阅读教学有多重意义，有利于构建优质阅读课堂，有利于提升多项阅读能力，还有利于达成阅读的现实意义。　　本文将互文解读的方法运用到语文教材的解读中，以具体的教材文本为例，分几个方面说明：包括文本的内部互文与外部互文、结构的互文（以《故乡》、《祝福》为例）、主题的互文（以《我爱这土地》、《祖国啊，亲爱的祖国》、《祖国》为例）、体裁的互文（以《荆轲刺秦王》为例）、历史的互文（以《小狗包弟》为例）、文化的互文（以《背影》为例）。同时，在互文解读教材时有很多地方要引起注意，尤其注意互文的内容要恰当，时机要适当，方式要灵活，这样才能获得最优的阅读效果。最后以课文《林黛玉进贾府》为例，整体运用互文解读的方法进行教学设计。

Reading teaching in middle school Chinese teaching occupies the main position, how to better interpretation of the text, better cultivate the students' reading ability has become the key problem. The problem with the point of view, the concept of interpretation of thinking while reading method closely connected. 　　　Kristeva proposed "intertextuality" changed the traditional text view, argues that individual text do not exist in isolation, each text is mutual connection, each text is a former text on the basis of the transformation. Correspondingly, based on the interpretation of intertextuality theory of intertextuality reading change the past linear text view, emphasizes the relationship between text, regard reading as a dynamic, open process, make the text derived infinite possibility. Intertextuality reading has multiple significance to high school Chinese reading teaching, is helpful to build high quality reading class, is beneficial to improve several reading skills, and easier to read than a realistic meaning. 　　　Interpretation method used in this article, we will intertextuality into the interpretation of language teaching material, specific teaching material text, for example, several aspects are instructions, including the text of the internal intertextuality, structure of intertextuality with external intertextuality (" home ", "blessing", for example), theme of intertextuality, with "I love this land, motherland, dear motherland, the motherland, for example), and genre intertextuality (" jing ke pricks qin wang", for example), history of intertextuality for the puppy BaoDi (for example), cultural intertextuality (" back ", for example). At the same time, in the intertextuality reading textbooks from time to tome a lot of places want to attract attention, especially pay attention to the content to the appropriate intertextuality, timing is appropriate, flexible way to, so as to obtain the optimal effect of reading. Finally the text "Lin daiyu into Jia Fu", for example, the overall use of intertextuality reading approach to teaching design.