A Study on the Innovation of Chinese Language and Literature Teaching Based on Geospatial Narrative: Taking the Geographical Background Analysis of Regional Literary Works as a Path
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Abstract
Current Chinese language and literature teaching emphasizes the geographical background of regional works, but students often lack a deep understanding of spatial imagery, cultural clues, and character psychology, resulting in limited teaching effectiveness. Based on geospatial narrative theory, this paper constructs a three-dimensional teaching model integrating literary text, geographical space, and cultural cognition. Through geographical analysis of regional literary works, the model activates students’ spatial thinking and cultural perception. The research process includes selecting classic regional literary works such as Border Town and Ordinary World, using geographic information systems to identify geographical elements and generate narrative maps, designing geography-driven instructional tasks to examine textual origin, spatial imagery, and cultural representation, and conducting teaching experiments to compare experimental and control classes across literary comprehension, spatial imagination, and cultural cognition. The experimental class shows a 23.5% improvement in text comprehension, a 31.2% improvement in spatial perception, and a 28.7% improvement in cultural cognition, all significantly higher than the control class (P < 0.01). The results show that geospatial narrative teaching can effectively improve spatial cognition and literary understanding.
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