Research On Ancient Poetry Teaching In Senior High School Based On Learning Task Group

Spanning five thousand years of history,each sentence of ancient poetry is full of poetic life,ancient poetry teaching plays an important role in cultivating students’ Chinese literacy.Ancient poetry has always been the focus of Chinese teaching in middle schools.Under the background of fierce competition in the new college entrance examination,under the situation that“Learning Task Group”,as a new educational reform method,has a great impact on the traditional teaching,the task group teaching of ancient poetry still has not found a feasible way.Based on the requirements of the course standard,the new textbook and the new college entrance examination,combined with the literature research and the teaching practice,this paper analyzes the present situation of the ancient poetry teaching in senior high school,and probes into the practical teaching strategies in class.Guided by the goals and requirements of “Reading and communication” of the curriculum standards,this paper investigates the present situation of the teaching of ancient poetry and its teaching practice as a front-line teacher in senior high school,this paper analyzes the problems existing in the teaching of ancient poetry at present.And in the form of “Learning Task Group”,through the path of “Comparative reading” to practice the teaching of ancient Chinese poetry,hoping to arouse the attention of teachers and students to ancient Chinese poetry in senior high school,to provide a new way of thinking for the teaching of ancient poetry,to cut into the teaching from a new angle,so that students can be in a real and meaningful learning situation,in specific language activities,in the practice of self-determination,cooperation and exploration,the completion of “Reading and appreciation”,“Expression and communication”,“Carding and exploration”,reflects more students’ subjectivity and initiative,better promote the “Cultural heritage and understanding” of the core literacy,a better heritage of Chinese traditional culture.The first part is the introduction,mainly on the research background,clarify the significance of research,review the relevant research,explain three main research methods: Literature Research,Questionnaire Survey,interview.The second part mainly explains the “Learning task group” and “Literature reading and Writing Task Group”,this paper discusses the necessity of task-group teaching of ancient poetry in senior high school from three aspects: the necessity of task-group teaching in the background of new curriculum standard,the necessity of ancient poetry teaching in senior high school and the requirements of task-group teaching of“Literature reading and writing” on ancient poetry teaching in senior high school.The third part analyzes the present situation of ancient poetry teaching in senior high school based on the Learning Task Group from the two aspects of the difficulties faced by students in learning and the problems existing in teachers’ teaching,through the students’ questionnaire,teachers’ questionnaire and teachers’ interview,to explore the effective strategies of ancient poetry teaching in senior high school based on learning task group.The fourth part,based on the investigation,interview results and teaching practice research,the author puts forward the teaching countermeasures and implementation paths of ancient poetry in senior high school based on the Learning Task Group,integrating learning objectives and content,dealing with the relationship between single and multiple texts,attaching importance to the transition of cohesion and integrating teaching resources,attaching importance to the integration of reading and writing,cultivating teaching materials deeply and integrating old and new teaching materials.By far the most Operability path is “Comparative reading”.According to the difficulties faced by students and the problems existing in teaching,the author puts forward some suggestions from students’ and teachers’ points of view,and also probes into“Special topic learning”.The fifth part takes the third unit as an example,carries on“Short song line”,“Return to the garden and the countryside”(one)the comparison reading teaching practice design.