Research On The Teaching Of High School Novel Reading In The Unified Edition From The Perspective Of Narratology

Novels,as fictional stories,have endured for a long time since the 20 th century.Novels contain rich textual meanings and unique aesthetic values,which are inseparable part of Chinese teaching and are concerned as an important carrier to improve students' reading appreciation ability.In traditional novel teaching,Chinese teachers are accustomed to exploring the theme of the novel from the story level of the novel's characters,plot,and environment.This teaching mode has been the dominant novel teaching method for a long time.The release of "Chinese Curriculum Standards for Ordinary High Schools(2017 Edition)" and the implementation of the unified version of high school Chinese textbooks have put forward higher requirements for Chinese teachers' novel teaching content,teaching methods and high school students' novel reading ability,and also brought greater challenge.The essential characteristics of novels are fiction and narrative,which plays a significant part in the present construction of a narratological vision in high schools novel reading teaching.Based on the requirements of curriculum standards and the concept of compiling high school Chinese textbooks,this paper targets high school fiction teaching as the research object,clarifies the concept of narratology and constructs a teaching vision.Point out the theoretical source of constructing the narratological horizon in the teaching of novel reading.In order to construct a solid theoretical foundation of narratology in the instruction and study of high school novels of the unified edition,and clarify the "what" of narratology,can the problems of "why" and "how" be further solved.This paper firstly presents introduction,which introduces the origin,the significance of the study,the related literature review abroad and at home,as well as research methodology.Then this paper illustrates the main body and the conclusion.The main body includes three chapters.The first chapter explains the narratology and introduces three groups of important narrative elements: the narrator,the narrative perspective,and the narrative time.The second chapter systematically sorts out the understanding of high school teaching,first analyzes the curriculum concept requirements proposed by the 2017 version of the curriculum standards,and then further analyzes the selection and arrangement of novels in the unified edition textbook,so as to clarify the importance and narrative of high school novel teaching Study the meaning of vision construction and expound the necessity of vision construction.The third chapter is the key chapter of the study,from which the perspective of narratology,it explores the specific path to interpret,teaching design and puts forward some points that should be paid attention to when adopting the theory of narratology.The conclusion part summarizes the gains and shortcomings,and elaborates the future teaching prospects based on the research of the thesis.Based on literature research,case analysis and the 2017 edition of Chinese curriculum standards and the new edition of textbooks,this thesis attempts to explore the value and significance of constructing a narratological perspective in the Chinese textbooks for senior high school editions of the consolidated edition,and to put forward teaching suggestions for teaching implementation.To provide some references for front-line Chinese teachers,to help students to appreciate novels from multiple perspectives and levels,and to gain a richer aesthetic experience.