Research On The Teaching Of Ancient Chinese Poetry In Secondary Schools From The Perspective Of Rancière’s "Silent Speech" Theory

Poetry is one of the earliest literary genres in China,short in length but rich in connotation,and of great educational value.The number of selected ancient poems in the Ministry’s language textbooks introduced nationwide totals 35 for junior high schools and 37 for senior high schools,both compulsory and optional.This shows the importance attached to ancient poetry in language teaching,which is an inheritance of the Chinese tradition of ’poetry teaching’.However,in the traditional classroom,teachers rely more on teaching materials and lack individual understanding,and the teaching methods are relatively homogeneous,failing to show the appeal of the ancient poems themselves and resulting in low interest in learning them.There have always been many research results on ancient poetry,From the connotation of the text,the poet’s mental path to the cultural inheritance and teaching practice,it can be described as all-round radiation,but few have combined it with Rancière’s "silent speech",and practice is very rare.Rancière’s "Silent Speech" focuses on the existence behind the text,listening to what the writer unconsciously reveals.The age of literature has become a battlefield for writing,a kind of writing is wordless writing,and the participants remain silent;a kind of writing is the writing of hyper-writing,the writing of the poetry of all things.This paper attempts to integrate this theory into the teaching of ancient poetry,i.e.teachers explore the depths of the text when explaining ancient poetry,guiding students to use the text as the core,unifying the target text with the context of the writing and the poet’s life,and expanding on other similar poems by the poet,thus expanding students’ understanding of the idea of learning ancient poetry.This article is divided into three parts: introduction,main text(four chapters)and conclusion.The introduction part mainly elaborates on the research origin,research value,research methods and research status at home and abroad.The first chapter of the main text firstly outlines Rancière’s theory,based on the book The Silent Speech,which focuses on the thinking of not thinking,the thinking of not thinking and the writing of silence;secondly,it analyses the necessity of integrating the theory of "silent speech" with the teaching of ancient poetry in secondary language from the perspectives of core literacy,subject consciousness and pedagogy;then it compares the ancient poetry in the Ministry of Education’s This is followed by a review of the ancient poems in the Ministry of Education’s Chinese language textbooks,which is used to analyse the feasibility of this theory;and finally,the objectives of teaching ancient poems in the context of the "silent speech" theory.The second chapter analyses the current situation of teaching ancient poetry in secondary schools,distributes the designed questionnaires to students,collates and analyses the results of the valid questionnaires,and summarizes the problems that exist in the teaching of ancient poetry from the results of the questionnaires.The author then analyses the causes of these problems and locates the goals of teaching ancient poetry in the context of "silent speech" in order to make the goals of teaching ancient poetry clearer and more effective.The third chapter is based on the questions summarized from the questionnaire,and the author combines Rancière’s theory of "silent speech" to propose corresponding teaching strategies.Includes textual interpretation: digging into silent speech;empathy entry,analysis of "silent speech";Emotions sublimate,understanding the three aspects of silent speech.The fourth chapter is to integrate the teaching strategy of the third chapter "silent speech" to organize the teaching design.The author uses Cao Cao’s ’Short Song’ and Li Bai’s ’Dreaming of Heaven and the Lake’ as examples to develop teaching examples based on an analysis of the’Silent Speech’ in the texts.In the teaching,students are inspired to explore the hidden messages in the poems in the context of the times and the poet’s life experiences,and to discover new and unique ideas that students themselves have generated,respecting their individual experiences and thus deepening their understanding of the theory of ’silent speech’ in the teaching process.In a word,the author hopes that through the above research,it can provide some help for the teaching of ancient poetry reading in middle schools.