| Since its introduction into China through translation in the early 1980 s,the study of receptive aesthetics has sparked a wave of research on receptive aesthetics.In the twenty-first century,scholars have gradually researched acceptance aesthetics not only at the theoretical level,but also applied it to literature and art.In the increasingly prosperous research on receptive aesthetics,many scholars try to integrate the idea of receptive aesthetics into language teaching and combine it with the requirements of language curriculum in the new era,so that the theory can play a better guiding role for language teaching.The theory of "reader-centered" receptive aesthetics focuses on the subjectivity of readers and the dialogue and communication between readers and authors and readers and works,which coincides with the concept of "student-centered" proposed by the new curriculum reform.This is in line with the concept of "student as the main subject" proposed by the new curriculum reform.This is in line with the concept of "student-centeredness" proposed by the new curriculum reform,and the concepts of "expectation vision" and "summoning structure",which are conducive to breaking the traditional teaching concepts.The purpose of this paper is to study the application of the aesthetic theory of acceptance to the teaching of fiction at the high school level,in the hope of proposing some feasible teaching suggestions for the teaching of high school fiction.The paper mainly discusses the following aspects.The first part is the introductory part of the thesis.It is mainly to explain the reason for choosing this thesis,the significance of the study,the research method,and the literature review of research materials related to this thesis.The second part is an overview of the theory of reception aesthetics.It includes the origins of the theory of receptive aesthetics,the development process,and an explanation of the main ideas related to the teaching of reading fiction in high school.The third part is an analysis of the current problems of novel reading teaching in high school based on the analysis of the materials in the novel section of the new textbook and the questionnaire survey of students.The fourth part discusses the necessity and feasibility of the application of receptive aesthetics in high school novel reading teaching from three dimensions,including the law of students’ cognitive development and language curriculum standards as well as the new high school language teaching materials.The fifth part is to explore the specific application strategies of receptive aesthetics theory in the process of teaching high school novels on the basis of the previous research.In recent years,acceptance aesthetics has received more and more attention in the field of language teaching,but there are still relatively few studies on the application of acceptance aesthetics theory to high school language novel teaching.This paper tries to discuss the significance of the application of acceptance aesthetics to high school novel reading teaching from the perspective of the combination of acceptance aesthetics theory and teaching practice,hoping to provide some valuable teaching references for the majority of language teachers. |
