Research On Teaching Strategies Of Classical Poetry Explicit Knowledge In Senior High School

Ancient poetry teaching must not be “flat up,” and it must be taught starting from that can be clearly expressed and transferred.The thesis introduces the concept of explicit knowledge,and positions the concept of explicit knowledge of ancient poetry in declarative knowledge(poetry,rhetoric of speech,rhythm and common sense allusions),and procedural knowledge(concretely investigating one's life experiences and the background of the times,eliciting feeling on the scene,and searching breath for sound).Through the investigation and interview of the teaching status quo of the ancient poems' explicit knowledge,we can find out the problems of“the students' lack of accumulation of explicit knowledge of ancient poems and their improper use,the modeling of teacher's teaching ”.Then,through the induction and analysis of the explicit knowledge content of the ancient poems in the high school Chinese textbooks of the People's Education Press,it was found that the reason for the appear of the teaching problem of explicit knowledge in ancient poetry is that the textbook set by the editor has a higher learning goal,but the teaching content is mainly used to help students understand the content themselves,and there is no sufficient explicit knowledge of ancient poetry to provide for students for deep learning.In addition,the procedural methods proposed in the elective textbooks lack explanations on the conditions of use,and students have difficulties in the specific use.In this regard,from the three aspects of "pre-class preparation-interpretation of ancient poetry-classroom teaching",we can put forward the teaching strategy of "focusing on students' knowledge state,paying attention to the application of knowledge,and promoting deep learning of knowledge".Each teaching strategy focuses on the three issues of the teaching situation,and supplements the explanation of the conditions of use,provides specific tools for use,and each teaching strategy is practical and innovative.The strategy of “focusing on the student's knowledge status” provides “an evaluation scale of explicit knowledge of ancient poetry” and attaches a basic scale paradigm.The strategy of “focusing on the application methods of knowledge” provides three methods corresponding to the three current teaching situations.Among them,the comparative reading method provides a “four-quadrant” analysis tool for students who have too little declarative knowledge and improper methods of application.The remarking reading method aims at the problems of the students' improper application of ancient poetry explicit knowledge and the teacher's teaching model.It provides the specific application method and several paradigms for “assigning task type”.Lastly,the intonating method aims at the students' lack of ancient poetry explicit knowledge and application skills,and provides two ways of intuitive sense.The strategy of “promoting deep learning of knowledge”,according to the characteristics of ancient poetry explicit knowledge,provides symbolic representations,logical forms,and meanings these “three levels” of deep learning methods.