Research On Context Teaching Of Foreign Poetry In Middle School Chinese

Foreign poetry is an important carrier for showcasing the diversity of world culture,with distinct cultural and educational values compared to Chinese literary works.In middle school Chinese language teaching,foreign poetry exhibits the language,culture,and aesthetic characteristics of different countries and ethnic groups through language expression,imagery and artistic conception,discourse structure,humanistic thinking,and national culture.It plays an important role in cultivating multicultural awareness,expanding cultural horizons,improving aesthetic appreciation ability,and enhancing the confidence of our own culture.However,in the current middle school Chinese teaching,foreign poetry has not fully played its teaching value,and the teaching effect is not ideal.There are still many problems in the teaching,such as the low teaching status,the single teaching method,the utilitarian teaching objectives,which make the foreign poetry teaching into an extremely embarrassing situation.In addition,in recent years,although the relevant research on the teaching of foreign poetry has gradually increased,many scholars have begun to explore and analyze the teaching strategies and some teaching cases of foreign poetry,the rich contextual factors in foreign poetry have not been fully explored,and the "teaching in the real language application situation" required by the Chinese curriculum standard has not really been realized.Based on this,the author,in view of the practical difficulties faced by foreign poetry teaching,combined with the characteristics of the diversified context of foreign poetry,tried to use the context teaching theory and teaching methods as a guide to explore the rich context inside and outside the foreign poetry text,and put forward specific context teaching strategies,in order to improve the quality and efficiency of foreign poetry teaching,and give full play to the unique function of foreign poetry to improve students’ Chinese literacy.This thesis is divided into the following parts:The first chapter first explains the concepts of "context","contextual teaching",and "foreign poetry teaching",clarifying their respective characteristics;Secondly,the necessity and rationality of contextual teaching of foreign poetry are analyzed from three aspects: the characteristics of foreign poetry,the selection and compilation characteristics of foreign poetry in middle school Chinese textbooks,and the specific basis for contextual teaching;Finally,clarify the multifaceted significance of teaching foreign poetry context in middle school Chinese,and clarify its importance and feasibility.The second chapter aims to understand the current situation of front-line foreign poetry teaching and the application of contextual teaching methods through student questionnaire surveys and teacher interviews,clarify existing teaching problems,and analyze the main reasons for the problems,providing practical teaching basis for proposing contextual teaching strategies.The third chapter focuses on the specific strategies of context teaching of foreign poetry in Chinese in middle schools.Combining specific teaching cases and poetry texts,it proposes context application and construction strategies from four aspects: context,cognitive context,social cultural context,and situational context,so as to create a good language application environment in foreign poetry classes,and build a field for students to experience actively and think independently,So as to improve students’ learning ability and language literacy.In the fourth chapter,in order to prove the feasibility of the context teaching of foreign poetry,the author,based on the exploration of the teaching strategy of the context teaching of foreign poetry in middle school Chinese,selected two foreign poetry songs,"Golden Flower" in the textbook of junior high school Chinese and "My Song" in the textbook of senior high school Chinese,and tried to carry out teaching design and teaching practice,and summarized and reflected on the actual teaching effect,with a view to finding the problems,Better improvement.In a word,the author hopes to provide some valuable reference for the front-line foreign poetry context teaching through the above research,so as to promote the development of Chinese education.