A Study On The Teaching Strategies Of Multiple Interpretations Of Foreign Novels In High School Chinese

For a long period,foreign literature has been a very embarrassing position in the high school Chinese teaching.Influenced by various factors such as the concept of teachers and students,the teaching method,the teaching mode and so on,the present situation of foreign literature teaching is not satisfactory.However,the humanistic spirit contained in foreign literature which has a peculiar exotic atmosphere and connotation is profound and worth learning and spreading for us,and it is also clearly expressed in the new curriculum: learning and appreciating foreign literature can help to cultivate crossing-cultural vision and multicultural tolerance.A foreign novel as a carrier of a specific culture have more learning value and research value.The purpose of this study is to improve the teaching of foreign novels and try to apply multiple interpretation to a specific field of practice,provide a valuable interpretation model for the teaching of foreign novels in high school Chinese.This paper takes multiple interpretation teaching strategy of foreign novels in high school Chinese as the research object.This study defines multiple interpretation on the basis of the review of relevant research findings and analyzes the basis and significance of multiple interpretation.The existing problems in the teaching of foreign novels in high school Chinese are concluded by questionnaire survey results,including the problems: limited interpretation thinking,stylized interpretation method and lack of comprehensive evaluation.After that,proposing three points as implementation strategies according to the existing problems: diversification of thinking methods、diversification of teaching methods、diversification of target assessment,hoping it can provide a reference for the teaching of foreign novels in high school Chinese.