Research On The Teachers’ Teaching Interpretation Of Junior High School Chinese Ancient Poetry

Since the autumn semester of 2017,the new textbooks,namely the unified edition textbooks,organized by the Ministry of education,have been adopted in primary and junior Chinese learning in China.Compared with the PEP textbook,the unified edition textbook shows an upward trend in the selection of ancient poetry while the total amount of selected articles is decreasing,which highlights the importance of ancient poetry teaching.Ancient poetry is not only the main style of Chinese learning in primary and secondary schools,but also the important content of Chinese reading teaching.However,focusing on the current teaching of ancient poetry in junior high school,especially after the implementation of the unified edition of teaching materials,there are still some misunderstandings,such as the "carrying" teaching of copying teaching reference or other relevant materials,the fixed "routine" teaching,and the "utilitarian" teaching focusing on teaching problem-solving techniques.Tracing back to the source,the root of many problems in ancient poetry teaching begins in the stage of lesson preparation.When preparing lessons,Chinese teachers need to study the curriculum standards,be familiar with the arrangement of teaching materials,and master the students’ learning situation in order to dig out the most valuable core teaching points in the text and carry out scientific teaching design.That is to say,teachers need to carry out teaching interpretation based on Teaching Consideration to ensure the scientific and orderly development of teaching behavior.Under the guidance of Chinese curriculum and teaching theory,this paper studies the research results of experts and scholars,starting from the professional concept of teaching interpretation,based on the investigation of teaching examples,tries to sort out and summarize the problems in the current teaching interpretation of ancient poetry teachers,and tries to put forward effective teaching interpretation strategies combined with the stylistic characteristics of ancient poetry.This paper takes the Chinese teachers’ teaching interpretation behavior of the unified edition of ancient poetry in junior high school as the research object: the introduction briefly states the research background,scheme,key and difficult points and innovation points,and combs the related literature of this topic to clarify the research space;the second part outlines and defines three groups of confusing related concepts of text interpretation,literature interpretation and teaching interpretation,and points out the research direction The unique stylistic characteristics of ancient poetry and teachers should take the discipline,students and teaching materials as the boundary of teaching interpretation,emphasizing the important value of ancient poetry teaching interpretation;the third part summarizes the problems existing in Teachers’ ancient poetry teaching interpretation,such as the fuzziness of interpretation subject,the simplification of perspective,the shallowness of content and the randomness of process,based on the investigation and summary of lesson examples,which are considered to be originated from teachers Therefore,in the fourth part,combined with this analysis,it puts forward the scientific and reasonable teaching interpretation and teaching implementation from five aspects: cultivating the awareness of teaching interpretation,formulating effective teaching objectives,and positioning the core teaching points;finally,it makes the teaching interpretation and teaching design of the eighth grade volume II of the unified edition,which is intuitive The implementation path of teaching interpretation of modern ancient poetry,in order to provide some reference for the current unified edition of junior high school ancient poetry teaching interpretation.