叙事学对高中语文小说文本解读影响研究
发布时间：2019-03-29 19:10
【摘要】：20世纪以来,小说成为文学的一个主导型文类,以其独特的魅力和价值在艺术殿堂中占有重要地位。在高中语文课程设置中,其作用同样举足轻重。但纵观早期小说阅读教学,学生对课堂学习缺乏兴趣,效率低下。主要原因是传统小说阅读教学模式的僵化,阻碍了对文本深层次、多角度的挖掘。在这种背景下,许多教师将目光投向叙事学领域,以此为突破带领学生探索小说课文所蕴含的奥秘,从而开辟了新的教学思路。鉴于叙事学理论对小说文本解读影响的逐渐加深,梳理其作用轨迹于语文阅读教学而言更显重要。对此,本文以人教版和苏教版高中语文教材中的小说课文为研究对象,从影响背景和影响内容两方面展开论证。通过对两大版本语文教材内容地梳理,以及对已发表的小说课文教学设计地分析,发现目前高中语文小说文本解读主要呈现以下特点:解读层次多元化;解读方法崇尚精读、细读,“从文本中来,到文本中去”;解读内容指向课文的叙述方式和技巧。同时随着叙事学理论在我国的发展,研究者发现其不仅能够更新师生的小说阅读理念,还可以提高学生读写结合能力,并帮助教师从宏观上把握语文教材编写话语。在上述背景下,叙事学对高中小说文本解读产生了深刻的影响,具体表现在解读内容、解读方法和解读主体三个方面。首先,就解读内容来说,不再局限于小说的故事层面,而是转向表达形式层。主要表现为对作品叙述时间和叙述视角的关注。同时对小说语言内部“容量”方面展开探索,教师们意识到对于小说作品,尤其是译介课文,要打通语言的时空界限,挖掘背后的审美意蕴。其次,就解读方法而言,在叙事学的启发下语文教师试图从历史叙事中寻找创新的可能。利用回望还原的方法,以历史语境为参照解读小说文本,使文本思想同当下社会环境相联系。最后,论述叙事学对小说文本解读主体的影响。在叙事理论的指导下,解读主体的关注点从文本显性内容转向隐性存在,发现了课文删减部分的“精彩”,解读视野更加完整。同时主体将解读视角转换到阅读行为本身,发现了小说内部所蕴含的“空白”。深挖其中意味,从而促进了文本价值意义的生成。
[Abstract]:Since the 20th century, fiction has become a dominant genre of literature, with its unique charm and value, it occupies an important position in the art palace. In the high school Chinese curriculum, its role is equally important. However, throughout the early teaching of novel reading, students lack interest in classroom learning and are inefficient. The main reason is the rigid teaching mode of traditional novel reading, which hinders the deep-seated and multi-angle mining of the text. In this context, many teachers turn their attention to the field of narratology, which leads students to explore the mystery contained in the novel text, thus opening up new teaching ideas. In view of the gradual deepening of the influence of narratology on the interpretation of the novel text, it is more important to sort out its function track in the teaching of Chinese reading. In view of this, this article takes the novel text in the senior high school Chinese textbooks as the research object, from the influence background and the influence content two aspects to carry on the argumentation. By combing the contents of the two major versions of Chinese textbooks and analyzing the teaching design of published novel texts, it is found that the reading of Chinese novels in senior high schools is mainly characterized by the following characteristics: multiple levels of interpretation; The interpretation method advocates intensive reading and intensive reading, "from the text to the text", and the interpretation of the content points to the narrative style and skills of the text. At the same time, with the development of narratology in China, researchers find that narratology can not only renew the concept of novel reading between teachers and students, but also improve students' ability of reading and writing, and help teachers grasp the writing discourse of Chinese textbooks macroscopically. Under the above background, narratology has exerted a profound influence on the interpretation of the texts of high school novels in three aspects: the content of interpretation, the method of interpretation and the main body of interpretation. First of all, as far as reading content is concerned, it is no longer confined to the story level of the novel, but to the expression level. The main performance of the work narrative time and narrative perspective of concern. At the same time, to explore the "capacity" inside the novel language, teachers realize that for the novel works, especially the translation and introduction of the text, it is necessary to clear the boundaries of time and space of the language and dig out the aesthetic implication behind it. Secondly, as far as the interpretation method is concerned, the Chinese teachers try to find the possibility of innovation from the historical narrative under the inspiration of narratology. By using the method of looking back and reading the novel text according to the historical context, the text thought is connected with the present social environment. Finally, this paper discusses the influence of narratology on the main body of the text interpretation of the novel. Under the guidance of narrative theory, the focus of the interpretation subject changes from the explicit content to the implicit existence, and finds the "wonderful" of the deleted part of the text, and the interpretation field of vision is more complete. At the same time, the subject changes the angle of view to the reading behavior itself, and discovers the "blank" contained in the novel. Dig deep into the meaning, thus promoting the formation of the value of the text meaning.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2449802
[Abstract]:Since the 20th century, fiction has become a dominant genre of literature, with its unique charm and value, it occupies an important position in the art palace. In the high school Chinese curriculum, its role is equally important. However, throughout the early teaching of novel reading, students lack interest in classroom learning and are inefficient. The main reason is the rigid teaching mode of traditional novel reading, which hinders the deep-seated and multi-angle mining of the text. In this context, many teachers turn their attention to the field of narratology, which leads students to explore the mystery contained in the novel text, thus opening up new teaching ideas. In view of the gradual deepening of the influence of narratology on the interpretation of the novel text, it is more important to sort out its function track in the teaching of Chinese reading. In view of this, this article takes the novel text in the senior high school Chinese textbooks as the research object, from the influence background and the influence content two aspects to carry on the argumentation. By combing the contents of the two major versions of Chinese textbooks and analyzing the teaching design of published novel texts, it is found that the reading of Chinese novels in senior high schools is mainly characterized by the following characteristics: multiple levels of interpretation; The interpretation method advocates intensive reading and intensive reading, "from the text to the text", and the interpretation of the content points to the narrative style and skills of the text. At the same time, with the development of narratology in China, researchers find that narratology can not only renew the concept of novel reading between teachers and students, but also improve students' ability of reading and writing, and help teachers grasp the writing discourse of Chinese textbooks macroscopically. Under the above background, narratology has exerted a profound influence on the interpretation of the texts of high school novels in three aspects: the content of interpretation, the method of interpretation and the main body of interpretation. First of all, as far as reading content is concerned, it is no longer confined to the story level of the novel, but to the expression level. The main performance of the work narrative time and narrative perspective of concern. At the same time, to explore the "capacity" inside the novel language, teachers realize that for the novel works, especially the translation and introduction of the text, it is necessary to clear the boundaries of time and space of the language and dig out the aesthetic implication behind it. Secondly, as far as the interpretation method is concerned, the Chinese teachers try to find the possibility of innovation from the historical narrative under the inspiration of narratology. By using the method of looking back and reading the novel text according to the historical context, the text thought is connected with the present social environment. Finally, this paper discusses the influence of narratology on the main body of the text interpretation of the novel. Under the guidance of narrative theory, the focus of the interpretation subject changes from the explicit content to the implicit existence, and finds the "wonderful" of the deleted part of the text, and the interpretation field of vision is more complete. At the same time, the subject changes the angle of view to the reading behavior itself, and discovers the "blank" contained in the novel. Dig deep into the meaning, thus promoting the formation of the value of the text meaning.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
【参考文献】
相关期刊论文 前10条
1 孙绍振;;小说解读的理论基础:打出常规和情感错位[J];语文建设;2016年01期
2 金中;奚素文;;《品质》研究综述及教学建议[J];中学语文教学;2015年10期
3 张小兵;;那些“看不见”的精彩——“想象”在小说《品质》阅读中的运用[J];语文建设;2015年22期
4 毕研鹏;;对《祝福》之“我”形象的逆向认知[J];语文知识;2015年06期
5 张志霄;;语境解读:破解小说解读教学之惑[J];中学语文教学;2015年01期
6 龚晓丹;;罗兰·巴尔特叙事理论在中学语文小说阅读教学中的运用——以欧·亨利短篇小说《最后的常春藤叶》为例[J];语文学习;2014年11期
7 傅修延;;从西方叙事学到中国叙事学[J];中国比较文学;2014年04期
8 汪洋;;《故乡》中隐含着的对“我”的批判——对《故乡》结尾争议解读的思考[J];语文教学通讯;2014年29期
9 魏小娜;;《边城》研究综述及教学建议[J];中学语文教学;2013年12期
10 杨晓燕;;从叙事方式和死亡意象看《品质》的主题[J];语文学习;2012年10期
相关硕士学位论文 前10条
1 张新慧;高中语文古典小说教学研究[D];闽南师范大学;2015年
2 刘薇;空间叙事解读比较研究[D];哈尔滨师范大学;2015年
3 胡倩倩;苏教版高中语文教材中小说选编对小说教学的影响研究[D];苏州大学;2015年
4 孙微;文本细读与高中语文小说教学内容探究[D];辽宁师范大学;2014年
5 聂美玲;高中小说教学内容研究[D];海南师范大学;2014年
6 李珍;叙事视角下高中小说教学内容的解读与教学策略的重组[D];宁波大学;2013年
7 李佳雨;现代叙事学理论视野下高中小说教学内容的建构[D];山西师范大学;2013年
8 吴俊;高中语文现代派小说的选编与教学初探[D];福建师范大学;2009年
9 徐海青;以小说为例谈叙事学理论在高中语文阅读教学中的运用[D];华东师范大学;2008年
10 张亚飞;中国现代文学的接受与中学文学教育[D];华东师范大学;2007年
，本文编号：2449802
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2449802.html
