A Study Of Rhetorical Teaching In Ancient Chinese Poems In Senior Middle Schools

The ancient poetry has a refined language and vivid image.It has the characteristics of beautiful music and beautiful pictures.It is the crystallization excellent classical and the essence traditional culture in China.Among the compulsory textbooks for senior high school Chinese,22 classic poems were selected,which shows the importance of teaching ancient poems.In the teaching of ancient poetry,rhetoric teaching is an important part of ancient poetry teaching,and it is of great significance to comprehensively improve the core literacy of students.However,the current rhetoric teaching of ancient poetry still has problems such as the purpose of rhetorical teaching is not clear,the methods are outdated and the creativity of teachers and students is insufficient.In view of this,the author uses theoretical discussion and teaching case analysis,combined with the new curriculum teaching standards,in view of the problems existing in the teaching of rhetoric of ancient Chinese poetry in senior high school,taking the compulsory Chinese teaching materials for senior high school as an example,to make a detailed analysis of the single rhetoric frequently appearing in ancient Chinese poetry in senior high school and put forward teaching suggestions,hoping to provide some help for teachers in the teaching of ancient Chinese poetry.This article is divided into seven chapters.The first chapter discusses the meaning and problems of rhetoric teaching in senior high school Chinese.The second chapterenumerates the titles of ancient poems and verses in the textbooks.There are 22 poems in total,including 14 poems and 8 words.The third to seventh chapters study the teaching of single rhetoric.The third chapter is the study of the rhetoric of metaphor.It analyzes the definition and type of metaphor,combined with the poetry inside and outside the textbook,and then analyzes Chen Xiang.The teacher analyzes the teaching of metaphors in the classroom,and then puts forward teaching suggestions of "longer than shorter" and "with my hands and my heart".The fourth chapter is the teaching analysis of quotation rhetoric.It exemplifies the concept and two methods of quotation rhetoric,lists the quotation rhetoric of ancient poetry in textbooks and analyzes its content and beauty.Finally,it proposes "deep interpretation" and "deep Teaching" and other teaching suggestions.The fifth chapter is the teaching of exaggerated rhetoric.It specifically analyzes the meaning and two classifications of exaggerated rhetoric.It analyzes in detail the "extreme exaggeration" of ancient poems that Shu Dao Nan on textbooks,and proposes exaggerated There are three suggestions for teaching: "Writing with rewards,writing with rewards,thinking with writing","teachers as supplements,and students teaching each other".The sixth chapter is the teaching of dual rhetoric.It analyzes the concept and category of dual rhetoric,and analyzes dual and antagonism.In terms of teaching suggestions,according to Han Jun's dual rhetoric in the teaching class of Deng Gao.An analysis of the teaching fragments and put forward the author's teaching suggestions.Chapter VII is about the teaching of metonymy rhetoric.It provides a comprehensive overview of metonymy rhetoric from the definition,classification,and function.It analyzes the part of ancient poetry in textbooks that use metonymic rhetoric,and then puts forward teaching suggestions.