Research On Novel Teaching Based On Spatial Narrative Theory In High School

Researchers and front-line teachers in related fields attach great importance to the teaching of novels.Although they have made some progress in the field of novel reading teaching,the current novel reading teaching still has problems such as solidified teaching mode,teachers' lack of professional theoretical knowledge,and students' lack of motivation to learn.In order to improve the current situation of novel teaching,we need to strengthen the study of professional theories of novel reading.In addition,the narrative theory developed in recent years has been applied in novel reading teaching and achieved some results,which provides new directions and ideas for the interpretation of novel texts,and the word "space" has appeared frequently in the novel entrance examination questions in the past two years,so,introducing spatial narrative theory into the teaching classroom can solve some practical problems.However,how to closely link space narrative theory with novel teaching is a major problem.To address the above problems,this thesis combines spatial narrative theory with the traditional "three elements of fiction" teaching model,and introduces spatial narrative theory knowledge in different teaching sessions,taking the high school language textbook of the Human Education version as an example.In the textbook,we introduce the theoretical knowledge of spatial narrative in different teaching sessions:"spatial representation" in the character analysis session;"psychological space" in the thematic exploration session;"formal space" in the structural arrangement session;and other functions of spatial narrative,such as the influence of spatial elements on the narrative process.In addition to specific text analysis and teaching design based on the text of the novel in the textbook,this thesis also conducts specific research and discussion on the topics related to space issues in the college entrance examination questions of the recent two years.