| The most classical poetries of high school Chinese textbooks are a long history and classical works that having a certain education significance and aesthetic value, in which numerous national wisdom, spirit and culture have important and abundant teaching value. However, the implicit nature of classical poetry language must be interpreted to find out its connotation and value. Therefore, Chinese teachers’ interpretation of classical poetry text is particularly important in the process of preparing lessons. And to some extent, it affects the teaching quality of the classical poetry and the choice of teaching content directly, and relates to the student’s learning degree to the classical culture and the cultivation and stimulation of emotion, attitude, values. The researcher bases on the previous research and begins this study with the interpretation of the text in the process that teachers prepare a lesson, and conducts a more overall and deeper research on the teachers’ interpretation of classical poetry text. The main contents are described as follows:1. The definition of the core concepts and the construction ofoverall framework. To ensure the scientifialness and strictness ofthe research, the author bases on the previous research and firstlydefines the three core concepts involved in this study: Chineseteachers’ interpretation of classical poetry text, the depth and thebreadth of Chinese teachers’ interpretation of classical poetry text.And according to the definition of the core concepts and the relatedknowledge of text interpretation theory, the researcher builds aresearch framework of Chinese teachers’ classical poetry textsinterpretation in high schools, and studies from four dimensions:the depth, breadth, perspective and process of classical poetrytexts interpretation.2. The design of the research instruments. According to theabove research dimensions, the researcher adopts thequestionnaire and interview of Chinese teachers’ classical poetrytexts interpretation in high schools. In the process of researchtools design, the researcher combines with the basic theory ofeach dimension, sets up corresponding questions and correctsthem for many times. After several Chinese education experts andoutstanding Chinese teachers identify, the researcher tests thereliability and validity of the questionnaire and does twice interview to ensure science and rationality of research instruments.3. The analysis of current situation of classical poetry textsinterpretation of Chinese teachers in high schools. The studyincludes five parts in the fifth chapter. The researcher combines thedata of the questionnaire and interview, makes an overall analysisand variance analysis and correlation analysis to teachers’classical poetry texts interpretation of depth, breadth, perspectiveand process. We finds that the teacher is not deep enough toconnotation of classical poetry texts mining, interpretation rangeis relatively narrow, perspectives is relatively single, theinterpretation process is imperfect; The interpretation has certaindifferences of the teachers in different background.4. Affecting factors and interpretation suggestions exploration.The affecting factors include two aspects: subjective and objectivefactors. Subjective factors refer to teachers’ ideas and methods oftexts interpretation, reading experience, knowledge and teachingexperience. Objective factors include curriculum requirements,examination, daily work pressure and training opportunities. Theresearcher studies the interpretation suggestions from fouraspects including Chinese teachers’ texts interpretation ideas,methods, processes and training in high schools. The researcherhopes that these suggestions can guide teachers to update their ideas of text interpretation, use texts interpretation methodsflexibly, improve and refine their interpretation process and at thesame time receive effective training to improve their ability ofclassical poetry texts interpretation. |
