Teaching Activities Of Middle School Literature And Literary Criticism

This thesis clearly puts forward leading content of literary criticism into middle school literature teaching according to the current situations of middle school Chinese teaching. It will aim to literary works appreciating and improving middle school literature teaching level. The introduction of this thesis points out that in recent years, middle school literature teaching research works focus mainly on the function of middle school literature teaching and its relationship with students, but weak in the research of teacher's self. It overlooks the importance of teacher's knowledge in literary theory and literary criticism. The first part of this thesis summarizes the current situation of middle school Chinese teaching, and indicates that middle school literature teaching at present has been seriously divorced from current literary theory and literary criticism. The Chinese teacher seldom replenishes and renews his/her literary theory, literary criticism and literary research knowledge. Their literary theory, literary criticism and literary research knowledge is poor. Most of the teachers appreciate literary works mainly relying on the teacher's guidebook, a mono-approach to appreciate literary works. The second part of this thesis expounds that utilizing literary criticism in middle school literature teaching is meaningful and feasible. It will help Chinese teacher consciously using literary critical theory to appreciate literary works. Using all kinds of criticism to appreciate literary works can avoid everyone interpreting everything in the same way. Teaching the basic methods of appreciating literary works can develop students' critical thinking and their power and higher level of appreciating literary works. The possibility for introducing literary criticism into middle school literature teaching is explained with the following reasons: middle school Chinese literatures teaching is closely related to literary criticism; literary works apparently increased in middle school teaching; literature spreads increasingly into every aspects of people's life. The third part of the thesis expounds on finding the correspondencepoints of literary criticism and middle school literature teaching. According to the content and form of literary works, the implementation of using literary criticism to interpret ideology, character, culture content, literary language and expression skill of literary works in middle school Chinese teaching is in the following aspects: 1. Using society-history criticism, a. Realizing the truthfulness of society in literary works, b. Understanding the historical social background of the literature, c. Reflection on the thought of ideology. 2. Using psychological criticism, a. Appreciating character, b. Analyzing psychology of the characters. 3. Using culture criticism. a. Analyzing cultural psychological phenomena of the characters, b. Analyzing the reflection of author's culture heritage, c. Discuss the geographic cultural characteristic in literary works. 4. Using literary form criticism and new criticism to appreciate literary language. 5. Using structuralism critical narrative theory to appreciate literature expression skill.