Research On The Teaching Of Junior Middle School Novels From The Perspective Of Narratology

Novel is one of the important literary genres.As a popular literary style,novels have been selected into the Chinese textbooks for elementary and middle schools,and occupy an important position in teaching.In the teaching of novels,teachers should help students to use a variety of reading methods under the guidance of the Ministry of Education issued the Standards for Chinese Language Curriculum in full-time compulsory education to improve their reading ability and cultivate their emotional attitude and correct world view,outlook on life and values.However,the study found that the present stage of the novel teaching is around the character,environment,and plot..Although this traditional model is conducive to students' knowledge in a short period of time,it is difficult to meet the requirements of curriculum standard of quality education,also difficult to meet the needs of physical and mental development of junior high school students,which urgently requires us to make appropriate changes in teaching.Therefore,as a mature and representative theory,narratology has great significance to the reform of junior high school fiction teaching.So,the study attempts to explore the unique teaching strategies of junior high school novels under the guidance of the Standards for Chinese Language Curriculum in full-time compulsory educationThe research focuses on the ministry edition Chinese textbooks and some junior high school students,also explores the positive effects of narratology theory on junior high school novel teaching,respectively from the narrative theory of the narrator,narrative perspective,narrative sequence and narrative rhythm.Firstly,it sorts out several important viewpoints of narratology,explores the importance and significance of narratology theory to junior middle school fiction teaching,analyzes that the integration of narratology into fiction teaching is practical and feasible,which also meets the long-term development needs of teachers and students.Secondly,it analyzes the current situation of junior middle school novel teaching.After sorting out novel selections in junior high school Chinese textbooks,the questionnaire surveys are used to understand the junior middle school novel reading teaching from the perspective of students and teachers.The survey shows that the current teaching effect of novel reading in junior high school is not satisfactory,and students are not interested in novel learning,nor willing to spend time on novel reading.The teaching methods of the teacher's novel is gradually stereotyped and cannot provide high quality guidance to the students.which is caused by the lack of students' reading methods,the lack of teachers' theoretical knowledge,the obsolete teaching concepts and the utilitarianism of education.Finally,this study explores the optimization strategies of junior middle school fiction teaching based on the analysis of teaching status,attempt to introduce narrative,narrative perspective,narrative timing,narrative rhythm in teaching,and analyzes the positive role of these theories in the teaching of novels.in addition,the study discusses the matters need to pay attention to in teaching,such as combining theory with specific texts,carefully choosing narratology theory,combining with traditional models and so on.