The Teaching Of Novel Reading In High Schools From The Perspective Of Stylistic Consciousness

Excellent novels are huge treasure houses where high-school students can draw nourishment of thoughts、emotion and art. They are beneficial to promote the literary accomplishment of high school students as well as enrich and deepen their recognition of history、society and life. However, at present high school students have poor abilities to read novels, which severely influences their comprehension of novels. By investigating its germ,I found there were three reasons for this inefficient situation. First of all, currently the teaching of novel reading in high schools doesn’t discriminate the styles of novels. Moreover, the teaching content is obsolete and stereotyped. Last but not least, the analysis method of figures、plots and environment plays a long-term monodrama. To deal with such a situation, teaching reformation focuses more on the innovation of teaching methods instead of cutting to the chase of the novel’s content, which leads to attending to the superficial and neglecting the essential.Only by coming back to the novel itself, seizing its stylistic characteristics and teaching what should be taught in novels can teachers ultimately change the inefficient situation of novel teaching and learning. This paper uses the researches of stylistic teaching, scans the drawbacks of high-school novel teaching, analyses the causes of the bottleneck which novel teaching hits and presents the point of view that stylistic consciousness reflects the teaching of novel reading on the basis of previous researches. For illustrating how to apply stylistic consciousness to novel teaching, this paper, combined with typical teaching cases, first analyses what concepts should be established and what problems should be solved by novel teaching according to genre consciousness. Then it emphasizes how the concept that genre determines the content of novel teaching can be put into teaching practice.To ascertain the teaching content of the particular texts, the author holds that teachers can begin with the genre classification, distinguish which stylistic category the specific text belongs to and finally integrate the author styles with specific characteristics of specific texts. Under the guidance of this concept, the author further puts forward the practical operation model to ensure the teaching content of novels in the light of styles:first be acquainted with the text, discriminate its style, understand the author style, grasp the genre characteristic of the text, preliminarily set the teaching point, check the point according to the style and make sure the teaching point.