Research On Plant Imagery Teaching Strategy Of High School Classical Poetry Based On Schema Theory

The teaching of classical poetry is the focus of language teaching,but the traditional way of teaching classical poetry is procedural and the content of poetry appreciation is unchanging.In response to this situation,the teaching of classical poetry takes ’imagery’ as an entry point,focusing on the botanical imagery in classical poetry.On this basis,this paper introduces the schema theory and focuses on the teaching of botanical imagery,taking into account the poetry titles in the Ministry of Education’s high school language textbooks,the General High School Language Curriculum Standards(2017)and the syllabus for the 2021 Language Proficiency Test.strategies of botanical imagery in classical poetry,the specific thesis ideas are as follows.The introductory section provides a brief overview of the origins of the study,its significance and methodology,and a literature review after clarifying the relevant concepts.The first chapter is a theoretical study,which introduces the definition and classification of schema theory,its features,functions and information processing methods,and prepares the theoretical ground for the construction of a schema system for botanical imagery in classical poetry and its use in teaching botanical imagery.The second chapter analyses the applicability of schema theory to the teaching of classical poetic imagery in high school,and is divided into two parts: firstly,it analyses the current situation of teaching classical poetic botanical imagery in high school by combining student questionnaires and teacher interviews;secondly,it analyses the feasibility of the inner connection between schema theory and classical poetic imagery in high school.The third chapter is about the construction of botanical schemas from the ontology of classical botanical imagery in high school,and the construction of botanical imagery combination schemas,rhetorical schemas,emotional schemas and contextual schemas from the form and content respectively,providing specific teaching content ideas for specific teaching practice.Chapter 4 is devoted to the construction of a specific teaching process of pictorial theory for botanical imagery in high school classical poetry.The interactive learning model based on pictorial theory develops botanical imagery strategies from three teaching sessions: before,during and after class.The pre-course pre-reading helps students to construct the background schema of botanical imagery through pre-test exercises and schematic concept maps;during the lesson,students use the botanical imagery schema to promote their in-depth knowledge of the text and activate and link the schema to deepen their emotional experience of imagery learning;after the lesson,students use rewriting exercises and extended reading to promote the transfer and integration of the botanical imagery schema and master the method of imagery learning.