Research On The Teaching Of Modern Poetry Reading In High School From The Perspective Of Reception Aesthetic

Reading modern poetry is an important way to accumulate and build students’ core literacy in language subjects.Through reading and appreciating modern poetry,students can develop and enhance their thinking,based on linguistic use and building,aesthetic enjoyment and invention,cultural transmission,and comprehension.Receptive aesthetics,as a reader-centered theory,advocates that students go deeper into the text,develop associations and imagination,fill in the gaps in the text,and enrich the meaning of the work.This fits the current needs of modern poetry reading teaching,and it is feasible to use receptive aesthetics to guide modern poetry reading teaching in high school.To improve the current situation of modern poetry reading teaching,this study attempts to introduce receptive aesthetics into the teaching of modern poetry reading in high school.Based on this purpose,this thesis is presented in the following four parts in addition to the introduction.The first section looks at whether it is beneficial to integrate responsive aesthetics into high school lessons on reading contemporary poems.The study finds that receptive aesthetics are suitable for curricular standards,textbook arrangement,rule of reading instruction,and the psychology of high school students’ reading,and has four values for high school modern poetry reading teaching: cultivating reading appreciation ability,updating reading teaching mode,stimulating the desire for independent reading,and deepening aesthetic experience.The second section investigates the current situation of teaching modern poetry reading in high school under the threshold of receptive aesthetics.Problems in the teaching of modern poetry reading are identified and the causes analysed at the levels of students,teachers and teaching materials respectively.Based on the students’ questionnaire data,it is found that students have a narrower vision of modern poetry expectations,a weaker ability to interpret the text using receptive aesthetics,and a more passive reading experience in the receptive aesthetics classroom.Analysis of the teacher interviews revealed that the teachers did not attach enough importance to the teaching of modern poetry,that they had a weak theoretical foundation in receptive aesthetics,and that they had a single mode of teaching.The reasons for these difficulties are the narrow selection of texts,the complexity of theories of receptive aesthetics,and the lack of motivation to update the teaching model.The second section investigates the current situation of teaching modern poetry reading in high school under the threshold of receptive aesthetics.Problems in the teaching of modern poetry reading are identified and the causes analysed at the levels of students,teachers and teaching materials respectively.Based on the students’ questionnaire data,it is found that students have a narrower vision of modern poetry expectations,a weaker ability to interpret the text using receptive aesthetics,and a more passive reading experience in the receptive aesthetics classroom.Analysis of the teacher interviews revealed that the teachers did not attach enough importance to the teaching of modern poetry,that they had a weak theoretical foundation in receptive aesthetics,and that they had a single mode of teaching.The reasons for these difficulties are the narrow selection of texts,the complexity of theories of receptive aesthetics,and the lack of motivation to update the teaching model.Based on the theoretical and practical results in the first two sections,The third section outlines three phases of teaching contemporary poems to high school students under the receptive aesthetics threshold: before,during,and after class.The pre-class strategy is to grasp the vision of expectation and prepare for the class;the classroom strategy is to interpret the poems in multiple ways and complete the classroom tasks;the post-class strategy is to cherish the reading after class and extend the classroom teaching.In pre-class preparation,teachers should thoroughly study the textbook selections,choose texts that fit the teaching objectives,complete pre-class pre-reading,and build a solid foundation for students’ reading horizons.In actual classroom teaching,teachers should make use of the text-calling structure and encourage students to interpret more than one text.At the end of the lesson,students are given post-lesson exercises and preferably extra-curricular readings.The concluding section reiterates the theoretical importance and practical benefit of receptive aesthetics to the instruction of reading contemporary poems in high school,summarizes the findings of this thesis’ s study,and considers its limitations.