Research On High School Foreign Novel Teaching Based On Narrative Theory

Due to the differences in cultural background,literary tradition and language habits,foreign novels are quite different from Chinese novels in terms of expression style,which is helpful to broaden students' cultural vision.Moreover,foreign novels occupy a certain proportion in textbooks and are an important part of high school Chinese reading teaching.Appreciation,identification and evaluation of novels of different times,different styles and schools,and different countries are helpful to improve the ability of literary appreciation and cultivate elegant aesthetic taste.At the same time,the guidance of the examination questions reminds us to attach importance to the teaching of novels and update students' knowledge of novels.Therefore,it is necessary to introduce related theories of narratology into foreign novel classes.This thesis mainly studies the teaching of foreign novels based on the theory of narratology.In addition to the introduction,it mainly includes the following three aspects:By sorting out and analyzing the selection and knowledge of foreign novels in the textbooks,it is found that the problem of the selection of foreign novels in the textbooks is that the selection of foreign novels is of a single type.Through sorting out the novel knowledge in the textbook,it is found that the declarative knowledge system of the novel is outdated and the procedural knowledge is not strong in guiding.Through the questionnaire survey,it is found that the problems of students' learning foreign novels are as follows: 1.The contradiction between students' diversified reading purposes and the single selection of textbooks;2.Students' rigid reading of foreign novels;3.There is a lack of effective methods to guide students in the process of reading foreign novels.Through the analysis of the examples,it is found that the problems of teachers teaching foreign novels are as follows:The teaching objectives are stylized.Based on the above problems,this paper introduces the narratology theories of narrator,narrative perspective and narrative time into the teaching of foreign novels in middle schools.The purpose of introducing narratology theory into foreign novel teaching in middle schools is:to distinguish narrators to understand the text deeply,to grasp the narrative perspective to expand the reading horizon,to clarify the narrative time to grasp the narrative skills;The significance is to update the knowledge schema of novels,cultivate students'reading quality of foreign novels and improve teachers'teaching quality of foreign novels.Then the narrative theory is applied to the teaching of foreign novels.The narrator theory is applied to the instructional design of The Man in a Case.The teaching design of David Copperfield is carried out by using the theory of narrative perspective.The instructional design of One Hundred Years of Solitude is carried out by using the narrative time theory.Finally,it reflects on the practice of applying narratology theory to foreign novel teaching and puts forward some problems that should be paid attention to in applying narratology theory to foreign novel teaching.