Research On Zetetic Reading Instruction Of Ancient Poetry In Senior School

The new curriculum reform movement including two core contents:the transformation of teaching and learning method, especially the transformation of learning advocate a new mode that is autonomy, cooperation, explore learning. The progress of the times push the inquiry teaching and learning to a very important position. In the1950s and1970s, the inquiry teaching had become a major topic in the study of Western psychology and used in the field of teaching gradually. In the1990s, China’s research on inquiry teaching emphasis more on in-depth, and have made a great breakthrough in the inquiry teaching theory and operation mechanism. However, due to our nation long-term application of tradition giving teaching, inquiry teaching impedanced by a variety of traditional power in actual use, therefore, the inquiry teaching mostly stay in the deepening of the theoretical level of the classroom.The practical operation is still in the pilot phase of the small-scale, the situation is not optimistic, and even questioned by a lot of front-line teaching people. Especially in this area of the high school of ancient poetry reading instruction, Inquiry teaching mode using basically or sporadic ornament. This, of course, caused by many objective factors, such as high school ancient poetry itself great degree of difficulty, the students with the information is difficult to inquiry smoothly. Of course, these objective existence is not without rules, the author based on nearly10years of high school language teaching experience, under the guidance of the new curriculum and advanced theory, taking the teaching of reading ancient poetry to high school as experimental platform and strive to explore summed inquiry teaching strategies and classroom teaching in a high school of ancient poetry reading instruction implementation process, in order to verify the theory is correct and to guidance specific classroom teaching, explore innovative thinking to enhance students’ ability to read ancient poems, enhance comprehensive quality of students’ language.This study discusses the following aspects: Introduction. Form the four aspects:research problem, domestic and international literature review, the significance of the study, research ideas and methods, the author make a systematic outline for the paper. The first chapter. Discrimination of the related concepts of inquiry reading teaching. The thesis is divided into two levels, starting with several sub-concept, to interpret the concept of inquiry reading teaching, and finally integrated into a complete concept. From the point of view of the nature of the inquiry reading teaching to explore its essential meaning, to understand it more deeply and to control itChapter Ⅱ. Theoretical basis of exploratory reading teaching. Explore the theoretical basis of exploratory reading teaching,including four theory:construct theory, humanism theory, accept and dialogue theory and teaching stage theory.Chapter Ⅲ. Survey of high school ancient poetry inquiry reading teaching and feasibility assessment.This thesis first investigate the stage of Nancheng school in Jiangxi and analyze the reasons. Then assess of the feasibility of exploratory reading teaching.Chapter Ⅳ. Investigate strategies of the high school ancient poems exploratory reading teaching based on classroom observation. From the point of view of the classroom observation, classify the process of exploratory reading teaching:text perception, creation of situations; effective questioning, self-exploration; Cooperation Symposium, dispel misunderstanding; process of reflection, review results.Chapter Ⅴ, conclusions and recommendations. This summary part focuses on exploring the effectiveness of teaching and the problem, puts forward some practical Suggestions according to the practice of high school ancient poetry inquiry teaching,to improve the efficiency of the inquiry teaching.