Research On The Application Of Intertextuality Theory In The Teaching Of High School Fiction

A novel is a genre rich in content,which is mainly manifested in the vastness of the text world and the complexity of the main characters.The teaching of novels is to explore the deep meaning of novels from multiple perspectives under the guidance of teachers and feel the conflicts and vicissitudes in the texts.However,according to the author's teaching perception during the undergraduate internship,the teaching status of high school novels is not ideal.At present,the teaching of novels still stays within the text,focusing on the three elements of novels.The text is unitary in interpretation,and students focus their understanding on the level of theme,unwilling to think too much,and even make the theme of novels unique,which leads to the lag of text comprehension.Therefore,based on the existing problems in the teaching of novels,the author proposes to apply the intertextuality theory to the teaching of novels,in order to provide a new idea and a new vision for the teaching of high school novels.In the part of literature review,the author searches for "intertextuality theory","teaching of high school novels","novels" and other keywords,and makes statistical analysis and arrangement of relevant books and electronic journals,so as to summarize from the two aspects at home and abroad.The research found that intertextuality theory,as a foreign research theory,has been attracting much attention.After it was introduced into China,there have been a lot of research achievements on text theory,but few studies on how to apply it in teaching.Therefore,the author started from the teaching of novels to explore the application of intertextuality theory in teaching.The theoretical basis is mainly from three aspects: text view,subject view and teaching theory.According to kristieva's theory of intertextuality and deconstruction;From the perspective of subjectivity,reception aesthetics and bakhtin's dialogue theory are selected as the theoretical support.Finally in the teaching theory,according to bruner structuralismteaching theory.These theories provide strong theoretical support for the later implementation strategies.In the existing research and the analysis of the theory of intertextuality,the author further practice school,through the interview method,questionnaire survey,to practice local high school students and teachers as the research object,understand the present situation and development of the application of the theory of intertextuality in novel teaching and students in the novel of the status quo,analysis of existing problems and the reasons.The existing problems in teaching are as follows: first,teachers do not understand the text well;Second,ignoring the dialogue of multiple subjects;Third,the pattern of teaching design.The main reasons for the problems are the lack of theoretical knowledge,insufficient reading,and pressure to cope with exams.Students' learning problems are reflected in the following aspects.Second,the interest is not strong;Third,the ability to use the text to read is poor.The cause of the problem lies in the procedural learning of novels,the strong utility of reading and the weak consciousness of mobilizing the text.Based on the theoretical analysis and the investigation of the current situation of novel teaching,the author puts forward concrete and feasible strategies from three aspects of intertextuality,namely,intertextuality,intersubjectivity and intercultural intertextuality.Centering on multiple subjects,observing the dialogue and understanding the characters in the connection;Mobilize the whole context,layer upon layer,reading ability to improve.This research is carried out on the basis of previous research,combining the research results with the actual situation,which has certain advantages and feasibility.The theory of intertextuality opens up new ideas for novel teaching with its openness and dynamics,which is conducive to breaking the traditional linear interpretation mode and building a dynamic network of novel teaching.In practice,teachers pay more attention to the connection between texts and the dialogue between subjects,which is conducive to the improvement of students' learning enthusiasm and initiative,and the multi-subject dialogue between teachers and students and between students constitutes a win-win situation.