Research On The Teaching Strategies Of Landscape And Pastoral Poetry In Junior Middle Schools From The Perspective Of Graphic Background Theor

China is "the country of poetry",and Chinese poetry culture is an introverted expression of emotions that transcends sound in silence,evokes reverie in thought-provoking poetry,conveys magnificent inner emotions in concise poetry,and exhibits unique charm in the extreme of elegance and composure.Excellent classical poetry has been circulating for thousands of years,always shining in the long river of culture,and has become one of the driving forces for the increasing cultural confidence of Chinese people.The Chinese curriculum standards for compulsory education explicitly propose to strengthen students’ aesthetic appreciation and creativity,understand and inherit excellent culture.As the unity of traditional Chinese culture and aesthetic connotation,poetry teaching plays an important role in cultivating students’ core Chinese literacy.However,the current poetry teaching is more generalized,and the poetry appreciation class has once become a teaching class of question answering skills.The time for students to chew poetry texts,taste artistic conception,and experience emotions has been greatly compressed.In the long run,students’ imagination and perception of poetry have not been necessary exercises,and their ability to appreciate poetry and their confidence in the excellent traditional Chinese culture have not been improved,This is bound to deviate from the original intention and essence of strengthening poetry teaching.For this urgent problem,the graphical background theory of cognitive poetics has wide applicability and powerful explanatory power,providing a new paradigm for poetry teaching.Using the graphical background theory of cognitive poetics to interpret poetry has the instrumental utility of explaining the deep connotation of the text.At the same time,as a product of cognitive experience,using this theory to analyze poetry also reflects the individual’s subjective aesthetic orientation towards the text.Therefore,the introduction of graphic background theory to interpret poetry conforms to the characteristics of the unity of instrumental and humanistic nature of the Chinese language discipline.Based on the graphical background theory of cognitive poetics,this thesis attempts to grasp the problems and causes of junior high school students’ learning of landscape and idyllic poetry through the form of questionnaires and comprehensive analysis,and to conduct a cognitive interpretation of poetry texts in the unified edition of junior high school Chinese textbooks,including three levels of analysis: image modeling and cognitive composition,language writing and cognitive selection,emotional transmission and cognitive psychology.Based on my teaching practice and experience in observing poetry teaching,I attempt to propose a teaching strategy for junior high school landscape idyllic poetry that follows the graphical background theory from three aspects: establishing teaching skills before class,conducting cognitive interpretation in class,and expanding after class to independently appreciate and create poetry.I also use specific passages in the textbook as teaching texts to present cognitive teaching practices based on this theory and conduct teaching reflection.In general,the introduction of graphic background theory into poetry teaching classroom research is not overnight.As a new path,it also requires a large number of long-term teaching practices to prove it,in order to obtain more authentic and detailed feedback,and further promote the cognitive exploration of classical poetry.