Research On The Teaching Of Chinese Novels In High School From The Perspective Of Narratology Theory

The main writing task of traditional novels is to reflect social life,through the portrayal of characters,narrative of storyline,and certain environmental descriptions.The traditional novel teaching basically starts with these three elements.Based on the analysis of the three elements,it further explores the artistic features of the novel,comprehends emotions,and grasps the theme.This model has strong applicability in teaching,teachers can easily grasp,and students can easily learn and master novel content.However,with the development of modern fiction theory and the development of modernist and postmodernist literary trends,more and more writers have tried new writing styles.The limitations of the traditional fiction teaching model have become increasingly prominent,and novel teaching is facing new difficulties and challenge.The novel is a typical narrative text.It is reasonable to analyze the novel with narratological theory.The concepts of narrator,narrative perspective,narrative rhythm and narrative time sequence in narratology theory can provide a new perspective for the teaching of fiction,which is of great value to the teaching of Chinese fiction in high school.This article focuses on several concepts that are closely related to the teaching of fiction in narratological theory.Taking the narrator,narrative perspective,narrative rhythm,and narrative timing of the novel as the starting point,the author selects the relevant novels in the text to design,hoping to apply the theory of narratology to the teaching of fiction,and explores a new approach to teaching Chinese in high school.This article is divided into five parts:The introduction mainly introduces some problems in the teaching of traditional novels.The novel teaching experienced several changes and formed a relatively fixed teaching mode.This relatively fixed teaching model has its value,but it also shows some drawbacks.The prosperity and development of narratology in recent years has provided a new breakthrough point for novel teaching.The combination of narratological theory and fiction teaching is of great significance to fiction teaching.The first chapter summarizes the basic contents of the teaching of Chinese fiction in high school and the theory of narratology,and expounds the relationship between the theory of narratology and the teaching of Chinese fiction.Through narrating the historical development of fiction as a literary genre,the meaning of fiction teaching is discussed.Combining with the requirements of educating people in the new era of Chinese language curriculum,this paper analyzes the characteristics and goals of the current Chinese high school teaching of high school novels.In addition,some narratological concepts that are closely related to the teaching of fiction are highlighted,and the links between narratological theory and fiction teaching are elaborated.The second chapter introduces the value of applying narratological theory to the teaching of Chinese fiction in senior high schools from the perspective of theory.It also considers the concept of teaching Chinese fiction in high school from the perspective of narratological theory.Through the "analysis of narrators,deepening the emotional experience" "grasping the perspective of change,experience the creative skills" "to grasp the rhythm of narrative,enhance the aesthetic ability" "to sort out the narrative sequence,strengthen the text perception" and other ideas to guide the teaching of high school language novels,further narrative learning theory and novel teaching are integrated.The third chapter analyzes the examples and uses the theory of narratology to design some of the novel texts in the Jiangsu Education Edition textbooks.The traditional novel teaching model has its existence value.It is not a contradictory relationship with the novel teaching under the perspective of narratological theory,but complement each other.Therefore,in the analysis of teaching design,this paper adopts the method of selecting points and only discusses some of the teaching contents related to narratological theory.In the fourth chapter,through interviews with several high school teachers,the author explores the current problems in the teaching of Chinese fiction in senior high school from the perspective of narratological theory,and considers the countermeasures of current Chinese high school teaching in the perspective of narratological theory.Every novel has its own style of text and has its own unique place and value.These characteristics are exactly where this novel is different from other novels,and it is also where we read and teach the value of this novel.Therefore,the novel text is the starting point of all novel teaching.There are different teaching designs for different novels.The novel teaching method should be based on the characteristics of different novels.