Research On The Application Of Comparative Reading In The Teaching Of Ancient Poems In Middle Schools

The new curriculum reform stressed that Chinese teaching should be aimed at cultivating sudents' thinking ability,promoting the construction of teaching material and the curriculum development,however,the current situation that language teaching views highly on the concept instead of power is still deeply rooted in ancient Chinese steaching.Take Chinese poem teaching as an example,classroom teaching mainly focus on the interpretation of knowledge and appreciation of ancient Chinese poems skills,less attention is paid to the cultivation of the students reading ability.Comparative reading is a kind of efficient reading that aims to develop the students' reading appreciation ability and exercise students'thinking ability.Once it is used to teach ancient Chinese poems,it is of great significance for improving students' language comprehensive ability and helping teachers to integrate construction materials.This thesis sudies the application of comparative reading in the teaching of ancient poetry in middle schools,attempts to provide the majority Chinese teachers with ideas and methods of comparative reading of ancient poetry.This paper consists of five parts.The first part is the introduction which mainly discusses the background of the topic followed by the current research status of research significance and methods.The second part studies the theoretical basis and significance of comparative reading.Including the connotation of comparative reading,the basis for the application of comparative reading in the teaching of ancient poetry in philosophy,pedagogy and psychology respectively,and the significance of comparative reading on the macro level,so as to provide theoretical basis for the application of comparative reading.The third part discusses the feasibility and necessity of applying comparative reading in middle school ancient poem taching.Firstly,using the characteristics of the students cognitive development,material resources and teacher's possession of knowledge to support the feasibility of comparative reading in middle school teaching.Secondly,introduce the necessity of comparing reading from three aspects:according with the requirement of the curriculum standard;tackling the problems existing in the teaching of ancient Chinese poems;the applicantion of comparative reading in middle school still needed to be improved.Among all the problems existing in the teaching of ancient Chinese poems,lack of learning interest in ancient Chinese poems,formalized teaching methods,single patternizing teaching subject and test-oriented are the most striking.Questionnaire was also employed to see more specific problems that lies in Chinese poem teaching for which can provide more vivid elaboration of information.The fourth part discussed the choice of materials and comparison points of the comparative reading.The choice of reading materials should comply with the comparability of materials,appropriate difficulty level of the material and the target directional.At the same time,explores the diversity of comparative material selection,which encompassed seven aspects:the comparison of the work form the same author in a same time;the comparison of different works form the same author;the comparison of work from the same author but different time;the comparison of works from different author but same time;the comparison of same kind of work but from different authors;the conparison of the works from the same school but different authors;the comparison of the works from different schools and different authors.The design of the comparative points should follow the principle of rationality,inquisition and innovation.Also,six design angles of comparison points are explored:style,expression skills,artistic conception,imagery,thoughts and feelings,interpretation versis.The fifth part discuss the guiding principles and strategies of comparative reading.It should follow the guidance of classroom space and other teaching methods which focuses on exploring the effectiveness of comparative reading time,combining with other teaching techniques,paying attention to students advocative thinking,considering the time of the application of comparative reading,taking account of the summary after the comparative reading.When employing the comparative reading,seek commons from differences,seek differences from commons,dissimilation,charts and other strategies can all be employed.