A Research On Classical Poetry Teaching In Senior High School Based On Reading Psychology

Poetry teaching succeeds the education standards set up by Confucius and Menciusand promotes the aesthetic taste from The Book of Songs with the purpose of improvingstudents’ moral sentiments and verbal behavior. It is a recommended means of fosteringmotivated, virtuous and gentle young people.“Poetry and enlightenment” has beenhanded down from generation to generation for a long time since Confucius advocatedit. Today, faced with the bleak status of language education, especially the difficulty ofreforming classical poetry teaching,“Curriculum Standards” issued by China andfamous experts and scholars all call for the emphasis on poetry teaching. Strategicapproaches on poetry teaching are also being explored. The author believes in the newcurriculum ideas of student-centered and teacher-led teaching method. Focusing onstudents’ psychological process in learning classical poetry, the author comes up withteaching strategies for classical poetry in senior high school that suit teachers’ teachingand students’learning philosophy.The thesis is divided into five parts. Introduction explains the reason why I havechosen the subject. Chapter1goes through the development and explains the currentsituation of Chinese reading psychology research, and summarizes the researches onclassical poetry teaching in senior high school. Chapter2analyses the definition of“reading”, clarifies the concept of “Reading Psychology”, and introduces three commonmodels of reading process. Chapter3elaborates on the four reading processes, i.e.,overall perception, understanding, expression and appreciation. Chapter4proposesseveral teaching strategies for classical poetry in senior high school based on readingpsychology. Firstly, foster students’ learning motivation with the help of “readinginitiative” and “reading presupposition”. Students are asked to read more to expand expectations. Situational dialogues included, teaching design is accomplished with thepurpose of developing students’ sense of participation so they will have more initiativeto read. Secondly, using “Zone of Proximal Development” to design efficient teachingprocedures, make reasonable learning evaluation, and enlighten students withscaffolding instruction. Meanwhile, teaching objectives have to be combined withevaluation. Thirdly, enhance students’ creative thinking under the help of “readingreflection” and “reading criticism”. Teachers need to take the lead by providingdemonstration and guidance on how to do the reflection and criticism. The conclusionof poetry teaching has to be optimized. Fourthly, create an artistic and efficient classusing “smart education”. Emphasis is put on teachers’ ability to apply their knowledgeinto teaching, and improve teaching and research capabilities in repeated reflections andsummaries. Generative teaching content and creative teaching skills are both given highpriority.