Research On The Teaching Strategy Of Chinese Children’s Novels In Primary Schools Form The Perspective Of Narratology

The curriculum content of "learning task group" was creatively put forward in the Chinese Curriculum Standards for Compulsory Education issued by the Ministry of Education in 2022,in which the requirements and suggestions of different dimensions for students’ reading ability were proposed by the "developmental learning task group".In the "literary reading and creative expression",the Curriculum Standards proposes that students should also understand the basic features of literary works,appreciate and evaluate literary works in addition to feeling the unique charm of literary language and image.To promote the realization of this goal,the children’s novels containing narrative texts in the unified edition of primary school Chinese textbooks are taken as the research objects of the thesis,and the elements of narratology theory are used to interpret teaching.In the existing researches on narratology teaching,researchers have put forward many valuable conclusions on narratology assisted teaching in middle school.Due to the limitations of primary school students’ cognitive development,the use of narratology to guide teaching in primary school has not been paid attention to,and it has not been systematically divided into narratology and formed an overall teaching strategy.Therefore,this paper takes Kunming C Primary School as an example.The methods of questionnaire and interview are adopted to comprehensively investigate the first-line primary school Chinese teachers’ understanding and application of narratology,make the summary of the relevant problems in the application of narratology in children’s novel teaching,and analyze the causes.Through investigation,this study finds that the application of narratology in the teaching of children’s novels is universal,but it is mostly a teaching strategy used by teachers in the unconscious state,rather than consciously taking narratology theory as the theoretical guidance in teaching.Most teachers think that students cannot understand the theory of narratology out of the text and that they have some difficulties in applying narratology to children’s novels.This study summarizes the main problems that teachers have when teaching children’s novels from the perspective of narratology: 1.The teaching mode of children’s novels is single and solidified.2.Teachers’ consciousness of using narratology to guide teaching is weak;3.Uneven levels of achievement of teaching objectives.The reasons are as follows: 1.Teaching pressure restricts teachers’ post-service promotion;2.2.The teaching goal of children’s novel reading is single;3.Lack of teaching cases with reference and operability.In view of the situation that front-line teachers have no reference teaching cases,this paper first sorted out the narratology theory,sorted out the theoretical elements with high compatibility with primary school Chinese teaching,and eliminated the obscure and infrequently used theoretical elements.It mainly combs out five elements of narratology: narrative time,narrative space,narrative voice,narrative perspective and the expression of characters’ words.Secondly,the unified edition of primary school Chinese children’s novels are sorted out,the basic situation of children’s novels and characters are analyzed.Thirdly,the five elements of narratology are used to interpret the text of children’s novels,and the situation of each element in children’s novels is analyzed in detail from the five elements.Finally,the teaching design is carried out from each element to provide teachers with reference and referential teaching strategies from the perspective of narratology:Starting from the narrative time,through mastering the time order of the article from the writing order,rhythm,plot expression three aspects to understand the special role of the article in the time arrangement;Starting from the narrative space,students are allowed to bring themselves into the plot and experience the uniqueness of space to character shaping in the spatial perception,spatial state,combination of space and events and characters.Starting from the narrative voice,we can understand the writing background and the intention of the article by clarifying the interviewees and narrators,and sublimate the main idea of the children’s novel by understanding the narrative communication process of the article.From the narrative perspective,through the narrative perspective selected by different authors to feel the narrative charm brought by different narrative perspectives;Based on the expression of characters’ words,this paper analyzes characters’ characteristics and exercises students’ oral communication ability.In order to further help teachers to teach children’s novels more effectively from the perspective of narratology,this study also puts forward some problems that teachers should pay attention to when using the theory: first,they should distinguish the primary and secondary,and make it clear that the theory serves the teaching goal;Secondly,it should be used flexibly,not limited to the theory itself;Finally,teaching strategies should be combined with The Times and keep pace with The Times.On the whole,this study has certain theoretical and practical significance,and the research results have certain reference value for primary school Chinese teaching.Teaching design of children’s novels from the perspective of narratology is conducive to teachers’ teaching interpretation from the perspective of specialization,increasing the depth of teaching from the perspective of theory,and constantly improving teachers’ professional knowledge and quality from the perspective of lifelong learning.