Narratology And Construction Of Teaching Content Of The Novel In Middle School

The choice of pedagogic methods is determined by the teaching content. Only when the teaching content (what to teach) is clearly delineated can we come to the question of teaching methods (how to teach). Therefore, the present paper aims to argue for and present the necessity and feasibility of selectively applying some basic narrative techniques to improve the current teaching content in middle schools' Chinese courses are too inadequate and out-of-date to help teachers and students interpret fiction as literary texts. Due to such ill-fitted methods, teachers often fail to let students appreciate the aesthetic beauty of texts and students are unable to grasp the overall structure and thematic significance in relation to the authors' artistic arrangement. Next, in view of these problems, I selectively introduce some basic narrative techniques and use them to interpret some of our most familiar texts, to prove that they can be added to and enhance the teaching of fiction. Finally, I give some tentative suggestions of how to enrich our teaching content with knowledge about narratologies and a model of detailed in-class activities with narrative perspectives as its focus. As a whole this paper is written with the hope to offer a fresh perspective of viewing fiction teaching and to see more efforts made in this respect towards the goal of aesthetic education.