The Research On Narrative Reading Teaching In Junior Middle School From The Perspective Of Narratology

Narration occupies an important position in the middle school language teaching material,In traditional narrative reading teaching,the teaching theory of narrative reading is lack,and the teaching content and teaching method are unitary.As a result,narrative writing cannot show its due artistic aesthetics in teaching and achieve the teaching quality.Narratology is the specialized theory that studies narrative text,and the narration is a typical category of narrative text.It is of great guiding significance to introduce the narrative theory into the reading teaching in junior high school.Therefore,this paper takes the no.10 middle school of handan city as an example to focus on the reading teaching of junior high school narration under the guidance of narrative theory.Based on the research background,significance and summarization of previous research achievements,this paper mainly divides the following four chapters:The first chapter focuses on the theory of narratology,and applies the narrator,narrative time,the structure of the story to the narrative text in Chines textbooks,expounding the embodiment of narrative theory in Chinese narrative text of middle school,so as to prove the significance of introducing narrative knowledge into the teaching of narrative reading in junior middle school.The second chapter mainly discusses the Chinese textbooks for junior middle school narrative study.First,it outlines the stylistic features of the narrative,and briefly reviews and summarizes narrative in the teaching materials.Finally,on this basis,the author interprets the textbook in detail from three aspects:the theme,genre and author of narrative text.In the third chapter,through a questionnaire survey on the current situation of the reading teaching in Grade 7 to 9 at the tenth middle school in Handan,it is found that there are some problems in the classroom teaching of narrative reading,such as the lag of teachers' ideas,the lack of narrative teaching theory,the rigid teaching mode and the low initiative of the students.It can provide valuable references for actual situations and teaching strategies to improve teaching quality of narrative reading.The fourth chapter on the basis of the theory of narrative,from the three aspects of narrators,narrative time and story structure,the author interprets 76 narrative texts in the PEP edition of Chinese textbooks,and selects?the last lecture?,?Daddy's flowers are gone?,?the flower of the reed?as teaching cases,showing a new way of reading teaching in junior high school under the guidance of narrative theory,in order to provide a new idea for the construction of Chinese narrative reading teaching in junior middle school through narrative theory.The conclusion is mainly about the effect,reflection and prospect of the research on the reading teaching strategies in the middle school narration.Through the teaching practice proves that using the narrative theory to guide narrative reading teaching,students can improve their reading interest and enhance their reading ability,so as to pave the way for the improvement of Chinese accomplishment in the future.It can be seen that the teaching strategy of narrative reading in junior middle school is practical,operable and effective under the guidance of narrative theory.