Research On The Teaching Interpretation Of "Children's Perspective Novel" Based On Narratology Theory ——Taking The Unified Compilation Of The Chinese Textbooks For Junior High School As An Example

The proposal of Chinese core literacy puts forward higher requirements for the text teaching interpretation of Chinese teachers.How to effectively improve students' reading ability through appropriate and efficient text teaching interpretation has become a key point of Chinese reading teaching.The novel is widely favored by readers for its broad narrative content and subtle narrative form.Moreover,due to the late maturity of the literary style,it can absorb the strengths of various literary styles and has great openness and inclusiveness.The Chinese textbook selects and compiles rich "Children's Perspective Novel".It not only helps to understand the unique writing form of this kind of novels,but also accords with the psychological development level of students.However,on the one hand,due to the lack of systematic theory guidance and unclear teaching interpretation concept,It is difficult for Chinese teachers to deeply interpret the text based on a certain theoretical basis.On the other hand,Chinese teachers fail to consciously explore the text characteristics of "this article" or even this kind of novel in the process of teaching interpretation,resulting in the interpretation of "Children's Perspective Novel" failed to realize the unique teaching value.In Chinese reading teaching,how to interpret the text based on the existing theories,so as to achieve an effective teaching interpretation of "Children's Perspective Novel" has become a issue that requires to be profoundly discussed.Based on the above discussion,this paper will apply narratology theory to teaching interpretation as the research direction and "Children's Perspective Novel" as the research texts.The first chapter is the introduction,which summarizes the basic situation of the topic.The author mainly analyzes the research significance of teaching interpretation of "Children's Perspective Novel" on the basis of existing research.By combining literature quantitative analysis and literature research,this paper makes a literature review of "Novel Teaching","Narratology and Novel Teaching","Children's Perspective" and "Teaching Interpretation".It defines the concepts of "Children's Perspective and Children's Perspective Novel","Literature Interpretation and Teaching Interpretation" and "Narratology and Narratology of Novel".The second chapter analyzes the teaching interpretation framework of "Children's Perspective Novel" based on narratology theory,mainly analyzes the connotation,necessity,feasibility and principle of the teaching interpretation of "Children's Perspective Novel" based on narratology theory,and forms this analysis framework on this basis.This chapter mainly lays the theoretical foundation for teaching content and teaching strategy of teaching interpretation.The third chapter is "Children's Perspective Novel" of junior high school Chinese textbooks arrangement analysis,mainly interpret the text selection and arrangement of the textbook.This chapter mainly provides the narrative ideas of the text and the textbook design intention of editor for the research of the teaching content and teaching strategy of "Children's Perspective Novel".Based on the theory of narratology,the fourth chapter analyzes the teaching content of "Children's Perspective Novel",mainly from the four dimensions of narrative structure,narrative mode,narrative grammar and "this one" narrative.Based on the theory of narratology,the fifth chapter analyzes the teaching strategies of "Children's Perspective Novel",and puts forward teaching strategies from four aspects:updating the story interpretation of "Children's Perspective Novel",paying attention to the narrative mode of "Children's Perspective Novel",understanding the narrative grammar of "Children's Perspective Novel",and exploring the unique narrative of "this one" novel.The conclusion summarizes the previous texts,and reflect on the shortcomings of research.