在高中小说教学中，师生对叙事视角的感知和把握是解读文本的 钥匙，以叙事视角作为研究的切入点，可以解构文本解读策略，提高 小说教学质量。本文运用文献研究法和案例分析法研究叙事视角与小 说诸要素之间的关系，建构基于叙事视角的高中小说文本解读策略。 研究发现，应寻找关键词解决“谁看”和“看什么”的问题，并透过 叙事视角分析“看的人”和“被看的人”的形象，或通过改写的形式 感受叙事视角对主题、情节的作用，还可适时适度地补充叙事视角的 相关知识，且布置课后阅读和写作来加强学生对叙事视角的感知和把 握，这些策略的提出对高中小说教学和文本解读有一定的可操作性意 见。

In high school novel teaching, teachers and students' perception and grasp of the narrative perspective is the key to interpreting the text. Taking the narrative perspective as the entry point of the research can deconstruct the text interpretation strategy and improve the quality of novel teaching. This article uses the literature research method and case analysis method to study the relationship between the narrative perspective and the elements of the novel, and constructs a high school novel text interpretation strategy based on the narrative perspective. The study found that teachers should look for keywords to solve the problems of "who sees" and "what to see", and analyze the images of "seeing people" and "watched people" through a narrative perspective, or feel the role of the narrative perspective on the theme and plot through rewriting, and supply the relevant knowledge of the narrative perspective in a timely and appropriate manner, and arrange after-class reading and writing to strengthen the students' perception and grasp of the narrative perspective. These strategies have certain implications for high school novel teaching and text interpretation Operational opinion.