Research On Chinese Drama Teaching In Senior High School From The Perspective Of Narratology

Drama,along with poetry,prose and novel,is listed as the four traditional literary genres,which should be the focus of Chinese teaching in senior high school.In teaching practice,middle school Chinese teachers are used to confusing drama teaching with novel teaching.However,the drama text has its distinctive stylistic features and rich teaching content.Therefore,drama teaching should satisfy students’ knowledge construction of drama and aesthetic appreciation of drama text,so as to improve students’ core literacy.At the same time,drama as a narrative text,it is very appropriate to use the theory of narratology to study dramatic works.Applying the concepts of narrator,narrative perspective,narrative time sequence and narrative rhythm in narratology to drama teaching can provide a new perspective for the interpretation of drama text and new ideas for drama teaching,which can effectively solve the existing problems in the teaching field.This thesis tries to combine the theory of narratology with the practice of drama teaching to explore an effective and a new way for the current situation that drama teaching is gradually marginalized.The thesis includes the following five parts:The first part is the introduction to the thesis,which explains the reason for the selection of the topic,and uses the method of literature analysis to prove the value of narratology in narrative texts and identify some shortcomings in current drama teaching by collating and analyzing the current research literature on narratology and drama teaching.Through the current state of research,this thesis explores new breakthrough points for the application of narratology theory to drama teaching.The second part is an overview of the narratology theory.The author first defines the concept of narratology theory involved in this thesis.Secondly,the main viewpoints of narratology theory are explained,and the basis and characteristics of narratology theory are analyzed.In part three,firstly,the feasibility of introducing narratology into Chinese drama teaching in senior high school is analyzed.Secondly,it explores the significance of applying the narratology theory to drama teaching in senior high school in the four aspects: enriching the research of narratology in drama teaching,effectively guiding teaching practice,improving students’ core literacy and promoting the revision and perfection of Chinese teaching materials.In the fourth part,the author uses questionnaires and interviews to investigate and analyze the current situation of drama teaching and summarizes the current situation of drama selection,teaching and students’ learning,so as to provide a relevant and realistic basis for the concrete practice of narratology theory in senior school drama teaching in the next part.In the fifth part,through the analysis of the current situation in the previous parts,a new model of combining narratology with senior school drama teaching is established through the research and grasp of the narratology theory.Based on the three dramas in the unified version of senior school language textbooks,this paper presents a new interpretation of the above texts from the perspectives of narrator,narrative perspective,narrative timing and narrative rhythm of the narratology theory.There are new changes in both the teaching content and drama teaching strategies,in order to provide teaching references for front-line teachers and serve as a modest spur to induce others to come forward with valuable contributions in this field.Finally,this thesis discusses the problems that should be addressed when introducing narrative theory into drama teaching,and puts forward a bright prospect for teaching drama reading in the senior school in the future.