本文選題：敘述者 + 敘事視角��； 參考：《長春師范大學(xué)》2017年碩士論文

【摘要】：選入語文教材的文學(xué)作品樣式豐富多樣,其中小說是語文教材的重要的組成部分。目前小說教學(xué)將教學(xué)重點放在分析小說中的人物性格、情節(jié)特點和環(huán)境特征上,很難解讀出小說中的人文思想。教師很少從小說敘述形式的角度來對小說進行閱讀教學(xué),忽略小說的敘述形式和整體結(jié)構(gòu)。隨著新課標(biāo)的不斷改進,語文教材也不斷更新,將不同敘述形式的小說納入到語文教材,顯然,舊的教學(xué)模式無法對多樣化的小說進行教學(xué),這就要求教師改變小說教學(xué)方式。敘事學(xué)與小說文本最為緊密,并且形成了一套完整的理論系統(tǒng),這無疑對指導(dǎo)小說教學(xué)有很大的指導(dǎo)作用,因此將敘事學(xué)引入到小說教學(xué)迫在眉睫。本論文在撰寫過程中主要采用了文獻(xiàn)研究法和教學(xué)個案分析法。其中文獻(xiàn)研究法是論文撰寫過程中最主要的研究方法,意在通過閱讀大量的文獻(xiàn)資料,總結(jié)當(dāng)前小說教學(xué)存在的主要問題。并通過案例分析將小說從敘事學(xué)的角度進行教學(xué),總結(jié)出切實有效的實施策略,從而幫助一線教師能夠從敘事學(xué)的角度對小說展開教學(xué),與此同時使得學(xué)生在閱讀時自覺主動地運用敘事學(xué)理論閱讀小說,清晰把握文章脈絡(luò)和小說的敘述技巧,準(zhǔn)確解讀小說所要傳達(dá)的人文思想,提高學(xué)生的閱讀水平。本論文將從五個部分進行論述。首先是緒論部分,主要闡述與論文題目相關(guān)的研究背景、目的、意義、方法以及國內(nèi)外在這一課題研究上的進展情況和所取得一些研究成果。第一章主要闡述了論文所要涉及到的敘事學(xué)理論中的敘述者、敘事視角、敘事節(jié)奏和敘事時序的概念以及敘事學(xué)發(fā)展至今所具備的理論特征。敘事學(xué)正是因為具有這些特征,所以可以適用于高中語文中的小說教學(xué)。第二章針對小說教學(xué),分別從敘事學(xué)理論中的敘述者、敘事視角、敘事節(jié)奏以及敘事時序這四個角度提出相對應(yīng)的教學(xué)策略,并通過分析經(jīng)典作品中的段落來論證策略的有效性。第三章是選取教材中具體的小說篇目,采用敘事學(xué)理論進行具體的教學(xué)設(shè)計。第四章主要論述將敘事學(xué)理論引入到小說教學(xué)應(yīng)注意的問題,各個理論之間不是獨立存在的,而是相輔相成的。傳統(tǒng)的教學(xué)模式在其發(fā)展過程中有其一定的合理性,將這一理論植根于傳統(tǒng)教學(xué)土壤之中,這就提醒我們不能舍本逐末。敘事學(xué)理論指導(dǎo)下的小說教學(xué)是對傳統(tǒng)小說教學(xué)模式的繼承和發(fā)展。
[Abstract]:The literary works selected in Chinese textbooks are rich and diverse, among which novel is an important part of Chinese teaching materials. At present, the teaching of novels focuses on the analysis of characters, plot and environment, so it is difficult to interpret the humanistic thoughts in novels. Teachers seldom teach the novel from the angle of narrative form, neglecting its narrative form and overall structure. With the continuous improvement of the new curriculum standard, the Chinese teaching materials are constantly updated. The novel with different narrative forms is brought into the Chinese teaching material. Obviously, the old teaching mode can not teach the diversified novel, which requires teachers to change the teaching method of the novel. Narratology is most closely related to the text of the novel and has formed a complete theoretical system, which undoubtedly has a great guiding role in guiding the teaching of novels, so it is urgent to introduce narratology into the teaching of novels. In the process of writing, this paper mainly adopts the method of literature research and teaching case analysis. Literature research method is the most important research method in the process of writing the thesis. It is intended to sum up the main problems existing in the teaching of novels by reading a lot of literature. And through the case analysis, the novel is taught from the perspective of narratology, and the practical and effective implementation strategy is summed up, so as to help the first-line teachers to teach the novel from the perspective of narratology. At the same time, it makes students use narrative theory to read novels consciously and actively, grasp the context of the article and the narrative skills of the novel, accurately interpret the humanistic thoughts that the novel conveys, and improve the reading level of the students. This paper will be discussed from five parts. The first part is the introduction part, which mainly describes the research background, purpose, significance, methods, progress and achievements of the research on this topic. The first chapter mainly expounds the narrator, narrative perspective, the concepts of narrative rhythm and narrative sequence, and the theoretical characteristics of narratology's development so far. Narratology is because of these characteristics, so it can be applied to high school Chinese novel teaching. The second chapter puts forward the corresponding teaching strategies from four angles of narratology theory: narrator, narrative angle, narrative rhythm and narrative sequence. And through the analysis of the classic works of the passage to demonstrate the effectiveness of the strategy. The third chapter is to select the material of the specific novel content, using narratology theory to carry out the specific teaching design. The fourth chapter mainly discusses the problems that should be paid attention to when introducing narratology theory into novel teaching. Each theory does not exist independently, but complements each other. The traditional teaching mode has its own rationality in its development process, and the theory is rooted in the traditional teaching soil, which reminds us that we can not give up the last one. The teaching of novel under the guidance of narratology theory inherits and develops the teaching mode of traditional novel.
【學(xué)位授予單位】：長春師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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