The Application Of Narrative Reduction In The Teaching Of Chinese Novels In High School

The novel is the literary form that can highly satisfy people's close combination of life and art.It reflects the various features of social life through the description of specific environment,vivid characters and complete story plots.It is favored by teachers and students for its unique openness,inclusiveness and freedom of content.Traditional novel teaching mainly focuses on the three elements of fiction.Based on this,the emotions and artistic features of novel can be further appreciated,and the theme can be grasped ultimately.with high practicability and rationality,This teaching mode is easy for teachers and students to grasp the content of the novel.But each novel is an independent entity,which is appropriate for different teaching method.Single teaching mode highlights the limitations,thus novel teaching should be innovated.Fiction is a typical narrative text.When we read a novel,we should know that the soul of the novel lies in narration.Therefore,it is reasonable and beneficial to introduce the restoration method into the teaching from the perspective of narration.Restoring the narrator,narrative perspective,narrative scene and other contents can provide a new way for novel teaching,helping students to enter the text,exactly understand the feelings of the story and grasp the theme of the novel,which has certain value for high school novel teaching.From the perspective of structure,this article is divided into five parts to discuss in addition to the introduction:Chapter 1: The introduction explains the importance of novels in teaching.Theresearch basis of restorative narratives is explained in terms of Standards for Common Chinese Curriculum for Senior High Schools(2017 edition)and novel narrative features.It also summarizes the current research literature related to the teaching and narrative part of novels in high school Chinese textbooks,and summarizes the results and shortcomings of the current research.Finally,this part discusses the value of this article from the theoretical and practical aspects.Chapter 2: On the one hand.This part mainly discusses the current status of classroom teaching of Chinese novels in senior high schools.It explains the status from the perspectives of novel teaching which is deeply influenced by traditional teaching models,knowledge transmission oriented teaching,the lack of participation for students' part and class cognition.And then it interprets the rationality of introducing the narrative reduction teaching method into high school novel learning class.On the other hand.The chapter mainly discusses the value of narrative reduction method to the teaching of Chinese novels in high school from the perspective of both students and teachers.Such as the changes in teachers 'teaching status and students' learning goals.And it specifically explains from the aspects of perspectives of perception,appreciation,image thinking ability,emotional quotient and teaching status,and teaching quality.Chapter 3: The narrative of novel includes the narrator and the receiver.From the perspective of restoring narrative,the identity choice of teachers and students in the novel classroom will directly affect the teaching effect.This chapter regards the teacher as the narrator and the student as the receiver to explore the positive meaning brought by the dual identity to teaching from the point of novel text and the class.Chapter 4: The restoration of narrative can be practiced in many ways in high school novel teaching,such as returning the content of the story back to the times,using cooperative discussion to restore the perspective of the novel's narrative,and restoring the story through textbook drama.Through different ways to restore the narrative perspective of teaching,bring students different experience.Chapter 5: It mainly discusses the problems that need to be paid attention to in the novel class teaching from the perspectives of the introduction of the content which should be moderate and modest and that teachers should strengthen guidance andsupervision,etc.Finally,the conclusion is used as a general summary to sort out the key points of this thesis,that is,the implementation measures to which the theory and practice tends to combine,to analyze the gains and losses,and to point out the disadvantages and deficiencies of research.