A Study On The Teaching Strategies Of Ancient Landscape Poems In Junior High Schools From The Perspective Of Intertextualit

As a key and difficult point in junior high school Chinese teaching,ancient poetry and prose have been widely concerned by teachers.The ancient poetry and prose selected in the textbooks are the classic works bearing the excellent traditional culture of the Chinese nation.For the ancient poetry and prose of landscape,it is the inheritance of the unique national character and aesthetic,which is the memory of national culture.The landscape world is a whole,but students are often asked to form a"picture" effect for each text in teaching,which is scattered and messy.The connection between theoretical research and teaching practice is not close enough in teaching;The lack of appropriate teaching strategies and pertinence for the single style of "landscape ancient poetry and prose".The introduction briefly describes the origin and significance of the problem.First of all,it explains the origin of the study from three perspectives:the standard of the new Chinese curriculum,the dilemma of landscape ancient poetry and prose in teaching practice and the core quality of Chinese to summon "landscape ancient poetry and prose".Secondly,it combs and reflects on the relevant research results at home and abroad,clarifies the research methods and ideas,and defines the core concepts.The first chapter analyzes the applicability of intertextuality theory in the teaching of landscape ancient poetry in junior middle school.The first is the reflection of the intertextuality theory in the landscape ancient poems,including the intertextuality corresponding Canon,the subtextuality corresponding commentary,the meta-textuality corresponding commentary,the hypertextuality corresponding image and the broad textuality corresponding theme.Secondly,the paper analyzes the significance and value of the theory of intertextuality in the teaching of landscape ancient poems and texts,respectively from the four perspectives of introducing diversified mutual texts,innovating and expanding curriculum resources,designing and guiding students to read,breaking out of the pattern of text interpretation,introducing modern mutual texts,getting close to the reality of students’ life,carrying forward the traditional Chinese culture,and improving the overall Chinese literacy.The second chapter investigates and analyzes the teaching status of landscape ancient poetry under the theory of intertextuality in junior middle school.Firstly,this paper analyzes the selection of landscape ancient poems in Chinese textbooks for junior middle school,and explains the selection statistics,classification and characteristics.Secondly,the author analyzes the existing achievements and existing problems in the teaching of landscape ancient poems and texts.The achievements include:selecting classics,profound meaning,detailed interpretation,solid foundation,positive attitude and strong motivation;The existing problems include:lack of depth,single form,lack of accumulation,single goal,weak autonomy,low activity,and according to the problem of attribution analysis,mainly lack of autonomy,low sense of participation,stereotyped intertext,lack of originality,teacher dominated,single form,excessive recitation,lack of time.The third chapter expounds the teaching strategies of landscape ancient poems and texts in junior middle school from the perspective of intertextuality theory,and specifically discusses the teaching process and teaching content.In terms of teaching process,intertextuality includes:introducing intertextuality into class:stimulating learning desire;broadening horizons:depicting panoramas;assisting explanation of intertextuality:common failure of political career;and multiple interpretation of intertextuality:Different scenery sympathies,intertextual tradition blend:poetry mirror and painting mirror,mainly from the image and theme of teaching content,and provide examples for each strategy.Chapter four is the case design of landscape ancient poetry teaching from the perspective of intertextuality theory.Through the above analysis,according to the characteristics of intertextuality,combined with the middle school landscape ancient poetry case design,make the discussion more vivid,evidence-based.