A Study Of Teaching Lu Xun’s Novels In High School From The Perspective Of Cognitive Metonymy

Lu Xun’s novels,as "definitive" texts in senior secondary language teaching materials,are rich in learning resources.The traditional model of teaching the novel as a combination of elements has limited the value of teaching Lu Xun’s novels,and the language of Lu Xun’s novels has been condensed and written for a long time,and the misplaced context of the time period has caused hindrance to students’ cognition.With the advancement of the new curriculum reform,building a ’pathway to the heart’ between the author and the students may become the key to interpreting Lu Xun’s novels,and the so-called ’pathway to the heart’means paying attention to the cognitive psychology of both.When creating a novel,the author tends to choose the important and salient parts to present in order to avoid distracting the reader with unnecessary information,and when interpreting the novel,students can also get the overall information in their minds based on the details highlighted by the author.This process of passing from one conceptual entity(the vehicle)to another conceptual entity(the target)in the same cognitive mode coincides with the theory of metonymy in cognitive linguistics.This study is based on the "salience" of the vehicle and "accessibility" of the mind in cognitive metonymy.Firstly,it explores the metonymy possibilities of the novel at three levels:content,form and meaning,and constructs a model of dialogue between author,text and students;Secondly,through the analysis of the teaching materials,the editor’s requirements are incorporated into the model,which is used to analyse the metonymy phenomena in the high school novel Blessing and A Q Zhengzhuan by Lu Xun,and to use them as teaching resources to create a scaffolding for learning the four aspects of fiction: language,thinking,aesthetics and culture,in accordance with the new curriculum and the new college entrance examination,so as to give full play to the leading role of classic texts in teaching;Finally,a deeper and broader exploration of cognitive metonymy is conducted to extend transferable strategies for teaching fiction.The study found that the phenomenon of metonymy in the text serves as a reference point for students’ cognition,not only indicating a direct path to the meaning of the text,but also providing a wide scope for individual interpretation.In the teaching process,teachers should guide students to think deeply based on the text and expand their creativity based on the text,so as to enter into Lu Xun,read and understand Lu Xun,and gradually enhance their core literacy in the language subject in the study of Lu Xun’s novels.