Research On The Teaching Of Chinese Foreign Novels In Senior High School

With the vigorous development of China's education,the new curriculum reform i s also moving forward methodically.In the era of multicultural communication,with t he pressure of entering college,the teaching of foreign novels faces new opportunities and challenges.There have been many excellent front-line teachers hard work,active exploration,to solve these problems to make efforts.However,due to various reasons,the teaching of foreign novels is still facing different degrees of difficulties.Due to the heterogeneity of foreign novels,teachers are required to possess high literary accomplishment and extensive knowledge in teaching.Teachers should cultivate students' good reading habits in teaching,and encourage and inspire students to think independently about foreign novels on the basis of equal dialogue with students.At th e same time,we should pay attention to the feedback of students' evaluation and impr ove their learning ability.This paper focuses on the teaching of foreign novels in senior high school,and d iscusses the current teaching situation of foreign novels in four chapters and the soluti ons to the current teaching situation.Chapter one: The theoretical basis and practical significance of teaching foreign n ovels in Senior high school.This chapter mainly summarizes the theoretical basis and significance of the teaching of foreign novels.It can be seen that the expectation hori zon theory of reception aesthetics has great reference value for high school students to read foreign novels.At the same time,classical narratology can also play an importan t role in teaching foreign novels in high school.Therefore,applying these theories to teaching practice is an important way to improve teaching efficiency.Chapter two: The analysis of the stylistic features of the senior High School Chin ese textbook.This chapter analyzes the position,proportion and target of selected forei gn novels in textbooks from two aspects of teaching materials and stylistic features.I n order to make a comparative study on the teaching of foreign novels in the intercul tural environment,teachers should supplement the intercultural teaching resources in th eir teaching.The special narrative style of foreign novels is mainly reflected in the us e of various writing techniques and the description of psychological activities.At the same time,the language expression of defamiliarization also shows its unique style.T herefore,we should try to teach foreign novels from multiple angles and at a deep le vel.Chapter three: investigation and analysis of current situation of teaching foreign n ovels in Senior high school.This chapter mainly through the questionnaire survey,to understand the current situation of foreign novels teaching,summed up the reasons su ch as students' limited reading ability,teachers' single teaching method,teaching space is narrow.This chapter mainly aims to find the existing problems in current teachingb y providing real and effective data,so as to find solutions to the problems.Chapter four: Teaching strategies of foreign novels in High school.In view of th e problems in foreign novel teaching found in the questionnaire survey and internship,this chapter draws lessons from the teaching experience of outstanding front-line teach ers and puts forward specific teaching ideas.When reading foreign novels,we should pay attention to the combination of speed reading and depth reading,and at the samet ime,we should supplement cross-cultural resources,expand teaching content,build nov el writing platform,and actively create interesting classes.In order to better develop t eaching,improve teaching quality.