The "Blank" Theory In High School Novels Application In Teaching

Novel teaching is an important component of high school Chinese language teaching.The "blank" in the novel allows students to engage in in-depth dialogue with the text and author,helping them explore the meaning of the "blank" in the novel,and cultivating students’ reading ability,imagination,and creativity.However,due to some teachers failing to fully utilize students’ initiative in their daily teaching process and neglecting the "blank" parts in the novel,students’ interpretation of the text is single and superficial.In view of the above issues,we plan to use Wolfgang Iser’s "blank" theory as the starting point to analyze the current situation of high school novel teaching and the application of "blank" theory,and propose teaching suggestions for the problems that arise,hoping to provide some reference for high school novel teaching.The main content of Chapter One is the research foundation and basic concepts of the "blank" theory.On the one hand,the research basis of "blank" theory includes Ingarden’s phenomenology aesthetic theory,Jauss’ s reception aesthetic theory and Gestalt psychology.On the other hand,the basic concept of the "blank" theory is contained in the calling structure and reading theory.The summoning structure of the text enriches and enriches the realization of the potential meaning of the text,deepens the main idea and meaning of the work,and has important reference significance for novel teaching.The second to fourth chapters are the main body of the paper,mainly examining the application of the "blank" theory in novel teaching.Chapter 2 takes the unified edition of textbooks as an example,referencing the "blank" theory to analyze the expression of blank,blank,and negation in novels.Chapter 3 investigates the current situation of the application of the "blank" theory in high school novel teaching,analyzes the problems existing in the application process of the "blank" theory,and provides practical data support for this article.Chapter 4 proposes targeted strategies and specific teaching suggestions to address the problems in the application of the "blank" theory.