Research On The Teaching Of Ancient Poetry Reading In Junior Middle School From The Perspective Of Constructivism Theory

This paper aims at the current status of ancient poetry teaching in junior high school and uses Constructivism Theory to explore the related problems of ancient Chinese poetry teaching.Under the guidance of the constructivism learning concept and the teaching concept,we seek a set of scientific teaching methods and use scientific theories to guide the practice of ancient poetry teaching.The junior high school ancient poems are simple but meaningful,they provide a broad construction space for students and it is feasible to apply in ancient poems teaching.At the same time,students are unique individuals,and they can construct knowledge based on individual experience.However,in the process of junior high school ancient poetry teaching,as a considerable number of teachers inherited the traditional teaching model,or misunderstood and misused constructivism,the ancient poems teaching failed to get rid of the authoritative and one-way conversational mode,resulting in the lack of students’ ability to learn independently and construct the meaning of ancient poetry.The conciseness of language and the distant artistic conception are the unique stylistic features of ancient poetry.So,in the teaching process,teachers and students need interaction and multiple evaluations,and the junior high school students also enter the classroom with reading expectation,and have the psychological needs of multiple interpretations of ancient poetry.Constructivism theory meets the needs of junior high school ancient poetry teaching and is feasible in teaching.Based on this,from the perspective of constructivism,junior high school ancient poetry teaching must actively create situations,inspire students’ initiative in the constructing the meaning of ancient poetry,and promote students’ collaboration and interactive learning.However,in theory,constructivism itself is not conducive to the study of systemic knowledge,and it to some extent negates the objectivity of truth;in practice,it also has the problem of ignoring the leading role of teachers,false collaboration,and excessive creation of situations.There are three possible strategies to improve the teaching of ancient poetry in junior high schools: first,to insist on the leading role of teachers and three-dimensional goals;second,to use wake-up education teaching theories to awaken students’ aesthetic experience;and third,to use cognitive theory to make individuals’ independent reading practice of poetry be due attention.