A Study On The Application Of Contextual Teaching Method In Teaching Ancient Poems In The Second Period Of Primary School ——An Example From Harbin S Primary School

Ancient poems are the treasures of Chinese culture.Ancient poems are an important part of primary school students’ inheritance and development of traditional Chinese culture.With the continuous promotion of the new curriculum reform and quality education,as well as the influence of the national education craze,emphasis is placed on the emotional education of students in the teaching of ancient poetry.The contextual teaching method is loved by teachers for its various means of creation and can be used flexibly,and the widespread use of the contextual teaching method can not only stimulate students’ emotions in ancient poetry,but also enable the promotion of the excellent Chinese traditional culture.This study starts from the application of the contextual teaching method in the teaching of ancient poetry in the second year of primary school.Through the literature research method,questionnaire survey method and interview method,the current situation of the contextual teaching method in the teaching of ancient poetry in the second year of primary school is investigated and analysed to understand the teachers’ and students’ knowledge and application of the contextual teaching method.Through the investigation and analysis,the current problems in the application of the contextual teaching method to the teaching of ancient poetry in the second year of primary school were summarised and concluded.From the teachers’ side,the teachers lacked clear theoretical knowledge;the contextual resources were not sufficiently expanded;and the teachers’ means of context creation were too homogeneous.From the students’ side,students are unable to understand the author’s thoughts and feelings in depth;students’ pre-study before class is poor.In this paper,we analyse the causes of the problems from the perspectives of teachers and students according to the problems.From the teacher’s perspective,the reasons for this are the teacher’s insufficient knowledge of contextual theory,the teacher’s lack of awareness of developing curriculum resources,and the teacher’s poor grasp of text analysis and learning situations.From the students’ perspective,the analysis shows that the students’ cognitive ability is limited and their motivation for independent learning is low.Based on the above problems and their causes,this paper proposes an optimization strategy.