A Study On Storytelling Teaching Method Applied To The Teaching Of Ancient Chinese Poetry In Middle And Senior Grades Of Primary School

As the continuous deepening of new curriculum reform and emerging of “culture renaissance”,based on some excellent experience of compiling from former versions,the states-compiled Chinese textbooks have made changes,one of which is the intense increase in the number of ancient Chinese poetry.Not only does it indicate that the teaching status of ancient Chinese poetry has improved gradually,but also it’s the demand of the times for inheriting and carrying forwarding the excellent Chinese traditional culture.Ancient Chinese poetry is the treasure of Chinese traditional culture,which contains the cultural gene passed on from generation to generation.Besides it’s the important context of language learning for primary school students.Recitation or dictation isn’t the only aim of studying,however,it’s more crucial to understand the main idea,to touch authors’ emotions,and to feel the cultural elements,such as the historic culture,spiritual connotation and so on behind these poetries.However,because of the traits of poetry and limitations of kids’ cognitive thinking,there’re some unsettled problems for students to learn poetry.Nowadays a great number of teachers stick to traditional teaching models which emphasize on word translation and rote memory.They have neglected the whole-text teaching concept and dissevered Chinese knowledge,which resulted in unsatisfactory teaching effect.Based on it,it’s necessary to put forward to scientific,appropriate and practical teaching method in order to cultivate students’ interests in learning and to change the teaching models of ancient Chinese poetry.According to the curriculum requirements for ancient poetry teaching in middle and senior grades of primary school,based on unique advantages of storytelling teaching method,the application of storytelling teaching method was researched and studied by using literature analysis,case method and interview method.Here are five parts below.The first part is about the theoretical basis of storytelling teaching method applied to ancient poetry teaching.The theoretical foundations supporting this research include:Narrative Psychology theory,Scene Teaching theory and Cognitive Tool theory.This section partly explains the main content of these three theories and inspirations from them for this research.The second prat is about the basic connotation of storytelling teaching method applied to ancient poetry teaching.The “storytelling teaching method” in this research refers to a teaching method on the condition that teachers excavate stories hidden behind ancient poetries and create story situations to guide students to understand the meaning of ancient poetries,to feel the authors’ emotions,to be exposed to the aesthetics and to get values shaped by finding,listening to,telling,acting and writing stories.There’re four characteristics of storytelling teaching method applied to ancient poetry teaching,including the interaction of teaching subject,the richness of teaching content,the situationality of teaching procedure and the flexibility of teaching form.Storytelling teaching method is of great significance to facilitate teachers’ professional growth,to improve students’ integrated abilities in learning Chinese and to achieve the pursue of humanity of Chinese course.Driven by the current situation of education,supported by the traits of stories,because of kids’ mental disposition,storytelling teaching method applied to ancient poetry teaching in middle and senior grades of primary school is feasible and achievable.The third part is the practical design of storytelling teaching method applied to ancient poetry teaching.Based on the contents of the first and second parts,this part conceives how to use storytelling teaching method in ancient poetry teaching in middle and senior grades of primary school.It explains the principles and framework of implementation.The application of storytelling teaching method mainly follows four principles: unity of subjectivity and dominance;unity of entertaining and situationality;unity of authenticity and diversity;unity of pertinence and enlightening.The main framework of the application research is divided into three stages: preparation before teaching,implementation during teaching and expanding after teaching,each of which corresponds to certain teaching steps.The fourth part presents a case in practical way that takes the ancient poetry named“Show It to the Son”for example.The application procedures include teaching design and implementation process.The fifth part is the effect analysis and implementation proposals on storytelling teaching method applied to teaching of ancient Chinese poetry in middle and senior grades of primary school.This research mainly verifies the effect of its application by analyzing students’ works and the interview result from teachers and students.In general,the effects mainly include: students’ interest in reading ancient poetries has been stimulated;students’ ability to write has been improved;students’ comprehensive ability to utilize language has been improved;students’ empathy ability,expressive ability and evaluation ability have been enhanced.To indeed realize the worth of storytelling teaching method,teachers should notice the following three points: firstly,we must give full play to the leading role of teachers as organizers,facilitators,supervisors and other multiple roles in the teaching process;secondly,we’d better flexibly follow the teaching program and the application principles of storytelling teaching method,which include extensively reading materials about culture and history,improving their ability to polish stories and respecting for individual differences among students;at last,we must organically combine ancient poetries and stories behind them.To be specific,teachers should make clear the nature of application and follow the mainline of ancient poetry teaching;and we should reasonably dig out story materials according to teaching objective of literary form;then we should adjust the form of story presentation according to the characteristic of learning process.