An Exploration of Innovative Teaching Methods for "The Injustice Done to Dou E" from the Perspective of Implicit Characters

Abstract

Current high school Chinese language instruction on "The Injustice Done to Dou E" primarily focuses on three aspects: analyzing the main plot, examining core character portrayals, and interpreting the tragic themes. However, it lacks attention and exploration of implicit characters within the text. The implicit characters in "The Injustice Done to Dou E" are integral components of the dramatic narrative, serving as crucial vehicles that guide students beyond binary thinking and elevate the tragedy’s message from individual critique to systemic critique. Based on stage empty space theory and narrative character theory, teaching activities designed around the concept of “neighbors and passersby”—including experiential learning through empty spaces, textual evidence gathering, and discussion-based deepening—can help students perceive the psychological oppression formed by invisible gazes through embodied cognition and textual corroboration, thereby cultivating critical thinking and aesthetic appreciation.