A Study On The Teaching Of High School Narrative Writing In The Perspective Of "No Separation"

With the current college entrance examination reform, the discipline of Chineseas the mother tongue teaching more and more attention from the society, theproportion of Chinese subject scores in the college entrance examination also isincreasing. As the emphasis and difficulty of Chinese Teaching--the teaching ofwriting, will undoubtedly become more and more important. As one of the two majorstyles of the language subjects in the teaching of writing, narrative is a difficulty forstudents. Therefore, strengthening teaching guidanceof the narrative writing is a keyfor high school language teaching, teachers and sociaty should be more concernedabout it.However, the current high school students are afraid to write a narrative,especially at senior grade stage and in the college entrance examination. Thephenomenon of which students avoid writing a narrative or cannot write a goodnarrative are very serious. How to guide students to face this problem and solve iteffectively, become a pressing matter for Chinese teachers. Of course, the majority ofteachers have also done a large amount of exploration,and tride hard to change thisphenomenon, but it seems to have little effect.There are many reasons to explain this result. The main factor worthing uspaying attention is that teachers themselves lack effective support in theory to guidethe students to write narrative. Therefore, how to improve their theoretical level, so asto effectively guide the students to write narrative, is an important topic for teachersto face and solve in the current high school Chinese writing teaching.Modern Ancient Chinese Literature Search master Wang Guowei’s theory ofliterary criticism “undivided” theory, provides a kind of literary creation andappreciation of literature example to us. He emphasized that the “which see”,“wordsin the current” criticism standards in “human words” is the key for outstandingnarrative writing. In view of this, this paper attempts to explore into the strategies andmethods of writing teaching and improve students’ narrative writing level on the basisof study of the predecessors and peers and in Wang Guowei "undivided" literarycreation and literary appreciation theory perspective. The paper mainly deploy fromthe following aspects.The first part is the introduction. Focusing on the phenomenon of high schoolgraduates are not good at writing a narrative or cannot write a good narrative, It studythe problems of narrative writing teaching, which led to Chinese basic education fromprimary school to junior high school, the main style of practice is the narrative, whyto a high stage, students narrative writing still it is difficult to form a breakthrough insuch a question, and summarizes the research status of the previous narrative writingteaching, put forward the research ideas and research methods.The second part is theoretical interpretation of Wang Guowei’s “undivided”theory. The “undivided” theory that is related to literary creation and appreciation ofliterature review, this part mainly discusses the connotation of “undivided” theory, toexplore this theory into the feasibility and necessity of the high school narrativewriting teaching. The third part is analysis of the problem and the reason of high school narrativewriting teaching. There are fabricating, describing scenery unreasonably, pretendingto be sorrow, emotional expression unnaturally, false emotion distortion and so on inhigh school narrative writing. In this part, the paper will provide a basis for exploringthe high school narrative writing teaching methods and strategies focuing onexploring the reasons of these problems and combining with the students’ writingpractice through the actual survey of students.The fourth part is the principle of high school narrative writing teaching under“undivided” theory. This part is mainly combined with the “undivided” theory, andexpound the principle of instructing students writing which the teacher should adhereto. On the one hand, the students should follow the stylistic features and the basicprinciples of narrative. On the other hand, the students also should adhere to theprinciple of scenery in writing guidance, practice and the romantic truth. At the sametime, teachers should guid the students to write narrative to be faithful to life andclose to themself, so as to create more narrative works.The fifth part is the instructional strategies of high school narrative writingteaching under “undivided” theory. This part mainly about problems, reasons,principles of the preceding discussion narrative writing teaching and effectivelysummarized the solutions and strategies. In other words, according to the problemsand reasons of current student writing narrative, based on writing narrative teachingprinciple, the pepar explored the effective teaching strategies by implement theinspection and continuous improvement, and then formed the summary.In short, high school narrative writing teaching under Wang Guowei “undivided”theory tries to explore the effective way of teaching under the guidance of the literarytheory which has strong vitality as the model.It is a new attempt to apply this theoryto the high school writing teaching. We expect it can bring new effect to the highschool narrative writing teaching and produce enormous benefits for studing and...