The Application Of Intertextuality In Classical Poetry Teaching Of Junior Middle School

Classical poetry is implicit and meaningful,and has profound meaning,and has always been the focus of Chinese reading teaching.In the teaching of classical poetry,it is difficult to break the stalemate of single-text teaching,and to maintain the integrity of its meaning and inherent culture based on the stylistic characteristics of classical poetry at the same time.The research hypothesis of this thesis is that intertextual interpretation is a classical poetry teaching method that matches the teaching of classical poetry in junior high schools.It not only conforms to the "1+x" reading teaching model proposed by the compilation of junior high school Chinese textbooks,but also conforms to the stylistic characteristics of Chinese classical poetry,It can break the shackles of "hoarding a poem and discussing poetry" in classical poetry teaching,and at the same time give play to the inherent classic power of classical poetry.This hypothesis constitutes the basic research question of this thesis: How to promote the teaching of classical poetry in junior high schools through intertextual interpretation? This question is broken down into three specific research questions: What is the rationale for the application of intertextual interpretation to classical poetry? What are the strategies used for intertextual interpretation in the teaching of classical poetry in junior high schools? How to operate this strategy in teaching and how effective is it?The first chapter analyzes the concept and characteristics of intertextual interpretation based on the theoretical analysis of intertextuality interpretation,and then clarifies the intertextuality characteristics of Chinese classical poetry and the arrangement concept of the classical poetry system in the junior high school Chinese textbooks,and demonstrates intertextuality Interpretation and the matching of classical poetry teaching in junior middle school in theory and practice.Then it proposes the strategic construction of intertextual interpretation in the teaching of classical poetry in junior high schools: organizing texts from multiple angles,refining text links,and broadening the path of intertextual selection.The second chapter uses the method of investigation and research,through questionnaire surveys and individual interviews with teachers and students of a public school in Hangzhou,reveals the existing problems in the teaching of classical poetry,and then makes an attribution analysis for this,from theory to practice,to practice Ran and ought to demonstrate the teaching methods that need to be matched with classical poetry teaching at two levels.The third chapter is strategy construction,which discusses each step in strategy construction section by section to respond to the second specific question.The third chapter analyzes the teaching cases of the application of intertextual interpretation in classical poetry teaching in junior high schools,and provides three specific paths for the application of intertextual interpretation in classical poetry teaching: First,focus on the intertextual links.The link point of intertextualization should be specific,concise and instructive;the second is to build a variety of composition forms from the structure;the third is based on the choice of intertext.The fourth chapter is a case analysis of the intertextual interpretation of classical poems in junior high schools,and it responds to the third specific question.This chapter mainly designs teaching cases for the intertextual interpretation of classical poetry in junior high schools,and specifically clarifies the application methods of intertextual interpretation in the teaching of classical poetry in junior high schools in the actual teaching design.The research selects two sections of classical poetry teaching design for evaluation and analysis.One is the original teaching design,the second is the teaching design of famous teachers,the original teaching design is used for micro-class practice,and the teaching design of famous teachers is recorded and analyzed.Both strive to achieve "rooting"."There are branches to rely on." Practice has proved that intertextual interpretation can effectively promote the teaching of classical poetry in middle schools and help us construct a classical poetry reading teaching model that not only meets the requirements of the development of the times,but also meets the stylistic characteristics of classical poetry.As far as the results are concerned,the intertextual reading teaching of the two classical poems has significantly increased students' interest in learning,promoted students' in-depth understanding of classical poems,restored the three-dimensional image of classical poems,and increased students' reading capacity.