| Classical Chinese poetry is the inevitable carrier of Chinese traditional culture,and it still has important value and significance today.Learning classical Chinese poetry at the junior high school stage is not only conducive to improving students’ language expression ability and aesthetic appreciation ability;but also can help students establish the correct three views.However,in contrast to the current teaching status of early Chinese poetry and essays,many junior middle school language teachers are still bound by traditional teaching methods,they are accustomed to instilling teaching methods,replacing students’ personalized reading with unified standard answers,and ignoring students’ active construction in the classroom.;It is difficult for students to truly feel the charm of classical Chinese poetry in the process of learning,and effective teaching of classical Chinese poetry has become a major problem。The theory of acceptance aesthetics puts forward the "reader-centered theory",which believes that readers play an important role in the construction of literary works,and believes that the text before construction is just a large schematic frame,full of a lot of blank points,and it is urgent for readers to base their expectations on their own.Vision for personalized creation.Moreover,the classical Chinese poetry language is concise and implicit.The text itself contains a large number of blank points and undecided places in the levels of pronunciation,language meaning,imagery,artistic conception,and thought and emotion.It calls readers to actively construct and give it new value and Significance,which coincides with the viewpoint of reception aesthetics.Therefore,this article will take the three major theories of reception aesthetics as a breakthrough,and apply the theory of reception aesthetics to the teaching of early Chinese poetry,aiming to establish students’ consciousness of the subject,give play to the textual characteristics of classical Chinese poetry,and promote students to learn classical Chinese.Personalized reading in the poetry class enhances students’ ability to appreciate classical Chinese poetry.This article will discuss in detail from the following four chapters:The first chapter is an overview of reception aesthetics and the teaching of early Chinese poetry and essays.Firstly,it explains the three major theories of reception aesthetics:“reader-centered theory”,“expectation horizon” and“calling structure”,and emphatically analyzes the connection point between the reception aesthetics theory and the teaching of early Chinese poetry,that is,the calling structure and classical Chinese poetry.The stylistic features are consistent,the reader-centered theory is consistent with returning the classroom to the students,and the horizon of expectation is consistent with the students’ personalized reading;secondly,it explains the value of receiving aesthetics in the early Chinese poetry teaching from three aspects.The second chapter mainly investigates and analyzes the current situation of Chinese poetry teaching.First of all,the investigation of the current situation of classical Chinese poetry and prose teaching in junior middle school is summarized and summarized from four aspects:students’ initiative in the classical Chinese poetry and prose class,students’ extracurricular accumulation,the teaching situation of classical Chinese poetry and essays,and students’ suggestions on classical Chinese poetry and prose teaching.Secondly,analyze the causes of a series of problems in the above analysis.The third chapter proposes some strategies to improve the status quo of the teaching of early Chinese poetry and essays from the three theories of reception aesthetics.First,from the perspective of "readercentered theory",teachers should rationally position their own roles,establish students’ subjective status,and establish a correct view of teacher-student dialogue;second,based on the theory of "expectation horizons",teachers should be based on specific learning Emotion awakens students’ horizons of expectation,skillfully use classroom questions to innovate students’ horizons of expectation,break class restrictions to expand students’ horizons of expectation;third,combined with the theory of “calling structure”,teachers should guide students to strengthen the gaps in the pronunciation and intonation of classical Chinese poetry Recitation,speculation in the blanks of language meaning,bold imaginations in the blanks of imagery,and intentional construction in the blanks of emotional culture.The fourth chapter applies the strategies proposed above to the teaching practice and reflection of "Wolf" and "Yanmen Prefect" to demonstrate its feasibility.In general,the three core theories of reception aesthetics complement each other and merge with each other,and work together in the teaching process of early Chinese poetry and prose,aiming to provide a little new inspiration and insight for first-line junior middle school Chinese teachers to teach classical Chinese poetry. |
