沈从文的《边城》作为中国现代文学的经典之作，以其独特的叙事技巧和深刻的主题思想广受赞誉，被选为“高中语文新课标”推荐必读书目。《边城》作为沈从文先生的代表作，其文学价值和教育意义在学术界和教育界得到了广泛的认可，为学生提供了丰富的阅读体验和思考空间。本研究聚焦于小说中的叙事时间处理，通过对《边城》叙事时距、时序、频率的分析来探讨其如何通过非线性叙事模式塑造人物形象、传达主题思想，并分析其对整本书阅读教学的启示。

研究发现，《边城》在叙事时间的特色主要有时距发生变形、时序出现调整和事件多次复现，其功能主要表现为塑造人物形象、传达主题思想和强化故事情节。在小说文本中，沈从文通过等述、扩述、概述和省略等时间变形手法，实现了文本叙事时间的缩短或延长。等述通过人物对话的直接呈现，使读者仿佛亲临其境，感受人物的真实情感。扩述则通过详细的事件描写，深化了端午节这一传统节日的重要性，剔除了其他事件，省略了不必要的时间，为小说中心事件的开展提供了一个集中的背景。概述和省略则有助于构建故事的紧凑性和节奏感，使得主要事件和人物之间的关系更加突出。此外，《边城》通过对叙事时间的精心安排和运用，也深刻地展现了爱情的纯真与悲剧，及商品经济对自然文明的冲击。端午节的龙舟赛和翠翠与傩送的相遇，通过重复叙述或在不同章节中多次提及，强化了这个时刻在翠翠心中的重要性，也加深了读者对他们爱情的印象。而“碾坊”和“渡船”的象征意味，则指出了翠翠爱情道路上的现实利益阻碍，反映了商品经济对自然经济的侵蚀和压迫。

同时，本研究对于整本书阅读教学具有三方面的价值。一、对于整本书阅读教学而言，叙事时间的引入能够为教学设计和实践提供新的视角和策略。二、教师可以利用叙事时间的概念，帮助学生从宏观上把握作品的结构，深入理解人物性格和命运，理解作者的创作意图，并分析作品的主题和意义。三、通过共绘叙事时间轴的课堂活动，学生可以在小组合作的过程中交流思想、协商决策，共同完成一项任务，这种合作学习模式有助于培养学生的沟通能力、团队协作精神和问题解决能力。此外，由于缺乏实际教学场景的实证分析和案例支持，本研究仅仅停留在了概念性阐述的层面，有待于进一步深化和实践。

Shen Congwen's "Border Town" is widely acclaimed as a classic of modern Chinese literature, celebrated for its unique narrative techniques and profound thematic ideas. This study focuses on the treatment of narrative time in the novel, exploring how it shapes character images and conveys thematic ideas through non-linear narrative patterns, and analyzes its implications for whole-book reading instruction.

The research finds that Shen Congwen skillfully breaks away from traditional linear narrative structures in "Border Town," allowing time to move freely within the story through memories, dreams, and digressions, thereby enriching the narrative's layers and depth. The flexible use of narrative time not only enhances the compactness and dynamism of the plot but also allows readers to experience the emotional changes and development of the story more deeply.

In the novel, Shen Congwen employs techniques such as direct speech, expansion, summarization, and omission to shorten or elongate narrative time, creating a more vivid and immediate experience for the reader. Direct speech immerses the reader in the characters' genuine emotions through dialogue, while expansion deepens the significance of traditional festivals like the Dragon Boat Festival by detailing the events and excluding unnecessary elements. Omission streamlines the story, providing a focused backdrop for the central events of the novel. Summarization and omission contribute to the compactness and rhythm of the story, highlighting the relationships between main events and characters. These techniques not only add dimensionality to the characters but also make the pace and emotions of the entire story more natural and fluid.

Furthermore, "Border Town" profoundly portrays the innocence and tragedy of love, as well as the impact of the commodity economy on natural civilization, through its careful arrangement and use of narrative time. The repetition of the Dragon Boat race and the encounter between Cuicui and Nuosong, mentioned in different chapters, reinforces the importance of this moment in Cuicui's heart and deepens the reader's impression of their love. The symbolic meanings of "gristmill" and "ferryboat" point to the practical interests obstructing Cuicui's path to love, reflecting the erosion and oppression of the natural economy by the commodity economy.

For whole-book reading instruction, the introduction of narrative time provides new perspectives and strategies for teaching design and practice. Teachers can use the concept of narrative time to help students grasp the structure of the work from a macro perspective, deeply understand the characters' personalities and destinies, comprehend the author's creative intentions, and analyze the themes and meanings of the work. Classroom activities such as collaboratively mapping narrative timelines can foster communication, decision-making, and teamwork among students, enhancing their collaborative learning model and developing their communication skills, team spirit, and problem-solving abilities.