Sue Chinese Exploration Of Foreign Literature Teaching For High School

In today’s parallel development of multi culture, foreign literature as an important element of the multi culture has been in-depth of people’s cultural horizons, causing widespread concern. Under the background of the new curriculum, what’s the value of teaching foreign literature for Chinese students in middle school? What’s the situation of foreign literature’s selecting and teaching for the text book in Jiangsu? How to reform the teaching work of foreign literature effectively in high school? These questions will be discussed in this article content.This article is divided into three parts. They are the introduction, the main part and conclusion. The main part is divided into four chapters.Introduction:to clarify the origin of the study, made a brief combing of the existing researching data, and summarizes the research envisagement.Chapter one:expound the characteristics of the translated works of foreign literature and the value of teaching foreign literature in high school.Chapter two:expound the characteristics of the translated works of foreign literature and the teaching for the books in Jiangsu high school. This chapter will focus on the different themes that the foreign literature works belong to in the books and the proportion of the writers’identity and country classification, as well as works in which the times and the literary genre classification.Chapter three:try to know the situation for the teaching of foreign literature in high school through chatting, and analyze the cause for such a status.Chapter four:discusses the improving methods for high school foreign literature teaching. First of all, update teaching concept. That means teachers should concern about the cultural connotation in teaching process. Teachers should pay attention to their own continuous learning for foreign literature too. Second, make it clear of teaching objective, combined with the requirements from new curriculum standards of the foreign literature teaching to standardize the implementation of the teaching task. Third, to improve the teaching methods, try to be able to guide students to participate fully in the foreign literature classroom. Finally, improve the selection of teaching material, including the adjustments to stylistic, more selection of novel genre; replacement for the theme that related to the topic of students’development, and expansion for the literary genre classification, such as oriental literature, the twentieth century modern and post-modern literature.Conclusion:foreign literature teaching must make progress in the exploration of the reform process. Increasingly sophisticated foreign literature teaching will also be conductive to the harmonious development of the language subjects as tool and humanity.