Research On The Application Of Cognitive Experience Reduction In The Teaching Of Ancient Poetry In Middle School

At present,there are still a lot of problems in the teaching of ancient poetry in middle schools.On the one hand,the teaching content is simple,the teachers focus on the explanation of words,ignoring the cultivation of students' aesthetic appreciation ability in the teaching of ancient poetry.On the other hand,the teaching model is formalized,and the teachers mainly teach in series.In order to summarize and appreciate the template,the aesthetic teaching of ancient poetry has been changed into recitation teaching and memory teaching.With the characteristics of concineness and generality,ancient poetry is more difficult to learn.Coupled with the problems in classroom teaching,students have a fear of learning ancient poetry,and it is difficult for students to identify with ancient poetry.Combined with the concept of new curriculum standards,this paper applies "cognitive experience restoration method" to ancient poetry teaching to awaken students' physical experience,stimulate students' association and imagination,cultivate students' imagination,and obtain aesthetic experience in the learning process.Although cognitive experience reduction is a new teaching design method,its theoretical roots are not unfamiliar.Cognitive experience reduction is not a tree without roots or water without source.The theory of embodied cognition,van manen's phenomenology of education,and the theory of ideotropism all provide theoretical basis for it.By expounding the two aspects of "cognitive experience" and "reduction",the author defines the concept of cognitive experience reduction and discusses the characteristics of its application in Chinese teaching.Cognitive experience reduction is a universal teaching method,and its application in ancient poetry teaching has profound value."Cognitive experience restoration method" applied in ancient poetry teaching can adjust students' original experience,improve their learning efficiency,narrow the distance between students and the text,and help to eliminate students' learning fear and fear of difficulties.At the same time,teachers use this method can also stimulate students'association and imagination,promote the development of imagination.The author discusses and summarizes the specific strategies of "cognitive experience restoration" in the application of middle school ancient poetry according to the contents presented in different ancient poetry,and analyzes and summarizes some specific cases.Teachers should consciously apply cognitive experience reduction method in teaching interpretation and design.Firstly,students'cognitive experience should be combined to interpret defamiliarization language.Secondly,it is necessary to discover the contradiction of students' cognitive experience and interpret the text code deeply from the point of contradiction.Finally,we should go back to the historical context of text creation and explore its aesthetic value.According to the teaching strategy of cognitive experience reduction,the author takes "niannijiao·chibi huaigu" as an example to carry out teaching practice,and makes case analysis on it,and finds the problems in the application of cognitive experience reduction in actual teaching,and summarizes them.In short,as a teaching design tool,cognitive experience reduction method injects new vitality into the classroom teaching of ancient poetry,and also provides a new direction for the theoretical research of ancient poetry teaching.The application of cognitive experience restoration method to cases in ancient poetry teaching also shows that cognitive experience restoration method helps students to mobilize physical experience,deeply understand poetry,expand the depth and breadth of thinking,and form a network of knowledge structure,so as to obtain aesthetic experience and improve aesthetic ability in the learning process of ancient poetry.