A Study On Image Teaching In War Of Ancient Poetry In Junior Middle School

Aesthetic imagery is rooted in the cultural heritage of ancient poetry,which enriches each poet's inspection and thinking of the world.With the change of time and space,the interpretation of imagery is more brilliant and magnificent.With the modernization of cultural development,image teaching is gradually extended from the perspective of sensibility or rationality,and its interpretation method is being given a broader cognitive meaning by people.Based on the definition of the essence of imagery and the classification overview of war-like imagery,this paper attempts to build a "linkage-empathy" mechanism based on the difficulty of warlike imagery teaching.The mechanism includes three parts,one is the teaching concept;the second is the teaching hypothesis;the third is the teaching process.The teaching concept is the basic concept of the four major courses in "Chinese Compulsory Education Curriculum Standards".The teaching hypothesis covers both the dialogue hypothesis and the situation hypothesis.The teaching process includes two parts: linkage drive and empathy drive.The teaching concept and teaching assumptions form the construction of the "linkage-empathy" mechanism,and the teaching process is the implementation strategy of the "linkage-empathy" mechanism.The teaching philosophy is the methodology of teaching assumptions and teaching processes.The teaching process and teaching assumptions are the realization links of teaching theories.The three are multi-directionally driven and organically combined.In the specific teaching stage,the plasticity and rheology of imagery also make it difficult for students to grasp the "meaning outside the image".Therefore,this study aims to explore how to use the "linkage-empathy" mechanism of teaching methods to allow students to gradually understand the connotation and extension of imagery,and to enhance the perception and cognition of aesthetic objects.