A Study On The Teaching Of Chinese Novels In Junior High School From The Perspective Of Literary Reception Theory

As one of the four major literary genres in middle school literature education,novels play a very important role in contemporary literature and art.Among the newly used textbooks compiled by the Ministry of Chinese in junior middle school,the selected novel titles are both classical and literary,which is conducive to the cultivation of students’ core literacy in Chinese.Therefore,novel teaching plays an important role in junior middle school Chinese education.Literary reception theory establishes the reader’s central position in the acceptance of literary texts,emphasizes the role of aesthetic subject from the aesthetic point of view,and is the active reading and recreation of literary works by readers on the basis of aesthetic experience.In the actual teaching of Chinese fiction,there are still some problems,such as teacher-led classroom,low enthusiasm of students to accept,single and rigid analysis and interpretation of classical fiction titles,etc.In view of this,this paper applies literary acceptance theory appropriately to the novel titles in the textbooks of junior middle school Chinese edited by the Ministry,guides the novel teaching and makes further teaching and research.This paper consists of the following five parts:The introduction of this paper includes the basis and significance of the topic selection,further definitions of the two core concepts of "literary acceptance" and "novel teaching".It also expounds the research methods adopted in this paper and the research status at home and abroad.The first chapter analyses the current situation of novel selection in junior middle school Chinese textbooks compiled by the Ministry of Literature,and then carries out a questionnaire survey on the application of literary reception theory in junior middle school novel teaching.Finally,according to the results of the survey,it analyses the problems existing in the application of literary reception theory in Junior middle school Chinese novel teaching.The second chapter introduces the basic content of literary reception theory in detail,elaborates the presentation of literary reception theory in the compulsory education curriculum standard,and further discusses the feasibility and necessity of applying literary reception theory to junior middle school Chinese novel teaching.Chapter III will study the four important contents of literary reception theory: "horizon of expectation","calling structure","logic of question and answer" and "structural mode of literary works" in junior middle school Chinese novel teaching.Chapter Four applies the theory of literary reception to the teaching practice of Chinese fiction in junior middle school,makes further teaching exploration,chooses two novel texts "Yilu Lihua" and "My Uncle Yule" in the textbook compiled by the Ministry of Chinese in junior middle school,carries on the teaching design and the case reflection combined with the theory of literary reception.