Research On The Teaching Strategy Of Ironic Novels In Senior High School Chinese Textbooks

This article takes the teaching of ironic fiction as its research content.Since its birth,irony has been introduced into various fields of discussion and research,such as philosophy and literature.Ironic novels possess a powerful core of irony,and if the literary and philosophical values they contain are implemented into language teaching,they can provide new research ideas and research methods for novel teaching and expand the academic vision of novel teaching research.On the basis of the former research,this paper makes a thorough and comprehensive exploration of the connotation,present situation and teaching strategy of ironic fiction in high school language teaching,Textbooks of ironic novels,language curriculum standards,the unedited version of high school textbooks and teaching cases.The study adopts literature research,empirical research and comparative research methods to analyse the teaching value and strategies of ironic novels using five novels selected from the unified edition of senior secondary language textbooks,namely,Blessing,The Man in the Casing,Cu Zhi,The Metamorphosis(excerpt)and The True Story of Ah Q(excerpt)as examples.It consists of three parts: First of all,the author explains the origin and meaning of this research.Secondly,it analyses and reviews the current research status of ironic and ironic novels;finally,it introduces the research ideas and research methods.The second part is the main body,which consists of four chapters.Chapter One is a summary of irony and irony.Tracing back the development of irony idea in Chinese and Western countries,comparing similar concepts and defining irony,on the basis of which the development trajectory of contemporary Chinese satirical fiction is sorted out,the characteristics of satirical fiction and the localised features of satirical fiction in China are identified,and finally the differences between satirical fiction and satirical fiction are compared to clarify them.Chapter 2 deals with the current situation of teaching ironic fiction.Through the comparison of teaching materials,the requirements of the curriculum and the design of teaching materials,this chapter distils the necessity and importance of teaching ironic fiction,followed by a survey of the current teaching situation to summarise the experiences and shortcomings in the current teaching of ironic fiction.Chapter 3 combines the four aspects of language core literacy mentioned in the language curriculum standards,and takes the five satirical novels selected from the Unified Edition high school language textbooks as examples to identify the value of teaching satirical novels in four aspects: language,thinking,aesthetics and culture.Chapter 4 provides certain strategic references and teaching designs for teaching ironic novels in the light of the current teaching situation and the teaching values of ironic novels.The third part is the concluding section.In this part,the author summarizes the research of this thesis,explains the innovation of this thesis,points out the deficiency of this study,and puts forward the prospect of the future.