The Application Of Literary Geography Criticism In The Teaching Of Ancient Poems In High School

Ancient poetry as a carrier of traditional Chinese culture is one of the key points of Chinese teaching in high schools.However,in the teaching of ancient poetry in high schools,teachers interpret a certain work,often attaching importance to the dimension of time and ignoring the dimension of space.This article introduces the theory and methods of literary geography criticism,guides teachers and students to interpret ancient poetry from a spatial perspective,and aims to make up for the deficiencies of interpreting text only from the perspective of time,improve students' text analysis ability,develop students' image thinking and creative thinking,and enrich Students' aesthetic experience.This article focuses on the analysis of the geographical space of ancient poetry texts,taking into account the impact of climate and phenology on ancient poetry and mining the connotation of place names in ancient poetry,from text analysis to literary creation and literary communication,and finally back to text.literary creation and literary communication,and finally back to text.In addition to the introduction and conclusion,this paper mainly includes the following four chapters:The first chapter discusses the application value of literary geography criticism in the teaching of ancient poetry in high school,and briefly analyzes its necessity and feasibility.The second chapter is the main part of the whole thesis.The use of literary geographic criticism in the teaching of ancient poetry in high schools.Focusing on text analysis of ancient poetry from a spatial perspective.The whole idea such as: the first step is to analyze the geographical space of the ancient poetry text.Four types of works including landscape idyll,nostalgic epic poems,frontier fortress war poems,and homesickness poems.Analyzing various geospatial elements and geospatial construction in the text.The second step is to explore the influence of geographical environment on ancient poetry,grasp the key elements(climate and phenology)of geographical environment affecting ancient poetry,and understand the ways and mechanisms of geographical environment affecting ancient poetry(Natural environment-life consciousness-works).The third step is to explore the connotations of place names in ancient poetry.Students consult the data to understand the origin andchanges of physical place names.Teachers appropriately tell the stories and legends behind place names,guide students to experience the cultural background of place names,and awaken students' local feelings.The third chapter puts forward the application strategy of literary geography criticism in the teaching of ancient poetry in high school.The first is the teaching strategies of teachers:opening special topics to guide the spatial analysis of texts;attaching importance to climate,phenology and comprehending the author's life consciousness;using illustration and maps to strengthen students' local feelings.The second is students' learning strategies: establishing interdisciplinary learning consciousness;mastering text space analysis method;combining text analysis with field investigation.The fourth chapter is a reflection on applying literary geography criticism to the teaching of ancient high school poetry.The author puts forward three suggestions: grasp the literary standard,pay attention to people first,and insist on equal emphasis on time and space.Through the summary of teaching cases and reflection on personal teaching practice,two application areas are summarized: one is applicable to ancient poetry with obvious sense of space,and the other is mainly applied to text analysis of ancient poetry.