Research On The Experience Teaching Of Ancient Poems In Junior High Schools Under The Background Of Rogers' Meaning Learning

About the experience of the research in China has a long history,since the new curriculum reform,the experience of Chinese teaching vocabulary in compulsory education Chinese curriculum standard,there were 17 times the word experience,with experience as the core of experiential teaching experience type teaching by simulating the real situation,much attention has been paid to train the students’ ability to read text,enrich the students’ life experience,conforms to the characteristics of Chinese course instrumental and humanism.Rogers’ meaningful learning theory emphasizes the students,pay attention to students in the learning process overall emotional and cognitive participation,the ultimate goal of education to train the students’ whole person is being it advocates non-directive teaching overall participation theory self-fulfillment theory and the experience type teaching within the process of recessive should have higher in particular,with Rogers guiding significance studying experience type teaching helps students independent mining the intrinsic value of ancient Chinese poems.Compared with other literary styles,ancient poetry has unique musical beauty,emotional beauty and connotation.Therefore,the teaching of ancient poetry should respect students’ unique experience and feelings,but the teacher’s analysis and the teaching is still largely replaced the students’ individual experience.Junior high school students already have some abstract thinking ability and logical thinking ability,and have a remarkable sense of adulthood.They dare to question authority,and believe that direct experiential teaching respects students’ emotional experience and unique cognition,which is suitable for their thinking and psychological characteristics.This paper takes Rogers’ theory of meaningful learning as the background,ancient poetry as the research style,and junior high school as the research section.It adopts the literature research method,questionnaire method and interview method to study the experiential teaching of ancient poetry in junior high school under the background of Rogers’ meaningful learning.In addition to the introduction and conclusion,it is carried out from the following five parts:The first part explores the relationship between Rogers’ meaning learning and experiential teaching.This part mainly discusses the basic viewpoints of Rogers’ meaning learning theory and the connotation of experiential teaching,analyzes the relationship between the two,and clarifies the theoretical basis of this paper.The second part explores the relationship between the teaching of ancient poetry in junior high school and experiential teaching.This part generically analyzes the requirements of the new Chinese curriculum standard on the teaching of ancient poetry.The third part analyzes the value of the experiential teaching of ancient poetry in junior high school under the background of Rogers’ meaningful learning.The fourth part discusses the existing problems in the experiential teaching of ancient poetry in junior high school under the background of Rogers’ meaningful learning.This part aims to understand the current situation of the teaching of ancient poetry in junior high school through questionnaire survey,and then discusses the problems and causes in the teaching of ancient poetry.The fifth part discusses Rogers significance under the background of learning of junior middle school experience type teaching practice to explore the part of the ancient Chinese poems according to the fourth part puts forward the existing problem,put forward the teaching strategy from the macroscopic Angle,and elaborated to teaching method,put forward problems that should be paid attention to experience type teaching,to ensure that the junior high school experience type teaching of ancient Chinese poems.