Research On Ancient Chinese Poetry Teaching In Liuzhou A High School

Ancient Chinese Poetry teaching is a main body reading activity based on Ancient Chinese Poetry texts.It is a literary aesthetic process for teachers and students to discover the self-sufficient world of Ancient Chinese Poetry texts and explore the hidden world of Ancient Chinese Poetry texts.It follows scientific theoretical basis and universal teaching principles.It is an important part of high school Chinese reading teaching.Under the background of the "three new" of the new curriculum standard,new teaching materials and new college entrance examination,Liuzhou A High School,a leading high school in Guangxi,adheres to the concept of "maintaining the positive innovation" adheres to the characteristic teaching of Ancient Chinese Poetry,aims at students’ knowledge learning and ability development,promotes the high-quality development of Chinese education,and has achieved outstanding results.The main manifestations are: paying attention to the development needs of students’ Chinese literacy,emphasizing the guidance of Ancient Chinese Poetry text interpretation methods,and trying to read the special reading teaching of text reading.At the same time,there are also cognitive biases in students’ text status,and teachers’ vague and close reading teaching positioning;the gap between students’ learning effect is obvious,and teachers lack text speculative guidance;students’ main body reading practice is too little,teachers ignore extracurricular derivative reading and other teaching deficiencies.The solution is diverse,adhere to the text center,guide students to read poetry entry;pay attention to read speculative expression,encourage students to ask questions to explore;inspire cultural awareness,awaken students’ dialogue inheritance;providing extracurricular reading reference and supporting students to read practice are several important ways.It is hoped that the research results can provide some theoretical reference and practical reference for the teaching of Ancient Chinese Poetry in senior high school.This paper consists of three parts: introduction,main body and conclusion.The introduction part mainly involves the research origin,research significance,research summary,research ideas and methods.The main part has four sections.The first section is an overview of high school Ancient Chinese Poetry teaching,including the definition of Ancient Chinese Poetry and Ancient Chinese Poetry teaching;analysis of the teaching theoretical basis of the guiding ideology of "three new" background,the theory of text reading and the teaching concept of "integration of teaching,learning and doing";the basic principles of text-centered principle,problem-oriented principle,overall grasp principle and cultural inheritance principle are discussed.The second section introduces the general situation of Liuzhou A high school and analyzes the outstanding achievements of Ancient Chinese Poetry teaching in the school,and summarizes its frontier teaching experience.The third section conducts a questionnaire survey and interview survey on the students’ learning situation and teachers’ teaching in Liuzhou A senior high school.It is found that the main deficiencies in the teaching of Ancient Chinese Poetry in this school are as follows:students’ cognitive deviation of text status,obvious gap in learning effect,too little practice of subject reading,teachers’ vague teaching orientation,lack of speculative guidance,and neglect of extracurricular reading in the process of Ancient Chinese Poetry teaching.The fourth section puts forward the main strategies to improve the teaching of Ancient Chinese Poetry in Liuzhou A high school from the aspects of text center,careful reading and speculation,cultural understanding and extracurricular reading.The conclusion part summarizes and considers the full text from three aspects.The first is to analyze the significance of Ancient Chinese Poetry teaching in Liuzhou A high school.The second is to review the full text and put forward the research value of the thesis.The third is the research prospect and reflection.