An Investigation And Analysis Of The Current Situation Of English Literature Teaching In Senior High School

English Literature,because of its rich cultural connotation and aesthetic value,reflects the unity of the instrumental and humanistic nature of English curriculum proposed in the English Curriculum Standards for General Senior High schools,and thus has unique value and advantages for developing students’ core literacy.Meanwhile,the addition of continuation writing in the college entrance examination has reversed teachers’ former tendency to ignore narrative discourse.Many English teachers have realized the necessity of increasing the input of narrative language materials to improve students’ writing skills and language quality.Thanks to its beautiful language and mature writing skills,English literature has become an important extra-curricular reading resource,receiving more and more teachers’ attention.But in practice,many teachers still face many obstacles.Therefore,this paper is aimed at investigating and analyzing the current situation of teachers teaching English literature in senior high schools and the difficulties teachers face in teaching English literature in the context of the new college entrance examination.This study employs the methods of questionnaire,interview and classroom observation,aiming to investigate teachers’ attitudes towards English literature reading,the guidance of reading the entire literary book,classroom teaching of English literary articles and specific difficulties teaching English literature poses to teachers.Totally this paper includes these four dimensions.The subjects are 102 English teachers and over 200 students from high schools in Y city.Given the specific measured taken in Y city in an effort to promote English extracurricular reading,this paper is intended to offer insights into the present situation of teachers’ teaching English literature in high school,thus enabling the education authorities,researchers and the general primary and secondary school teachers to see the whole picture and take possible problems into account.This paper also provides some practical suggestions according to the findings.This study draws the following conclusions.First,most teachers adopt a positive attitude towards English literature reading,given that they agree English literature reading plays a positive role,but many teachers have limited knowledge of relevant theories about teaching English literature;teachers tend to set examination-oriented teaching objectives;their overall satisfaction of literary reading materials currently used is medium.Second,teachers lack clear and comprehensive reading guidance planning when teaching English literature works,considering teachers do not pay great attention to arouse students’ interest in reading,that teachers need to improve the guidance of students’ reading strategies,and that the real classroom teaching lacks education-oriented design.Thirdly,teachers are ill-equipped to teach English short stories,and falls short of the requirements of English Curriculum Standards in terms of teaching design.Fourth,the greatest difficulty of teaching English literature facing many teachers lies in the limited class hours.Given these conclusions,this study has put forward corresponding suggestions from the perspectives of the education authorities,normal colleges,high school and teachers.