Teaching Strategies Of Botanical Imagery In The Ancient Poems Of The Unified High School Language

Imagery is the fundamental unit of ancient poetry,and botanical imagery is an important component in the system of poetic imagery.As a unique image in poetry,it not only contains rich cultural information,but also impregnates the author’s unique emotion.Through the teaching of botanical imagery,students can not only develop the good habit of actively understanding and consciously inheriting classical culture and understanding the spiritual world of ancient poetry writers,but also gradually cultivate and improve the aesthetic appreciation of ancient poems,thinking ability and imagination,which are also the basic qualities required by the new curriculum standards of high school language for students.This paper attempts to provide some theoretical support for the current improve of teaching ancient poetic imagery in high school language,starting from the teaching of botanical imagery in unified high school language.This dissertation is divided into four parts.The introductory paper focuses on the research background,theoretical significance and practical value of teaching botanical imagery,the current status of research,research methods,and core concepts related to teaching botanical imagery in ancient poetry.In the first chapter,we sort out the botanical imagery in the old poems of the unified high school language books by their natural qualities,categorizing them into three major categories: flowers,trees,and grasses,and then briefly analyze the cultural connotations of typical botanical imagery in the context of specific ancient poems in the textbooks to explain their teaching values.Chapter two analyzes the present situation of teaching botanical imagery in ancient poetry in high school language and summarizes the common problems in teaching botanical imagery: teachers neglect to accumulate and summarize typical botanical imagery;teachers neglect to interpret the objective image and cultural connotation of botanical imagery;teachers fail to update their teaching concepts,methods and approaches in time;teachers mainly teach in a single piece and neglect the overall teaching of botanical imagery.Then,we look for the causes of the teaching problems.Then we find out the reasons for the problems in teaching: language teachers have problems in teaching concepts,methods and approaches;language teachers and students have insufficient knowledge reserves and cultural connotations about plant imagery;students lack interest and attention in learning,and generally have utilitarian sentiments.The third Chapter proposes corresponding teaching strategies based on the problems in teaching plant imagery: cultural tracing,exploring the connotation of plant imagery;consolidating reading,feeling the beauty of plant imagery;generalizing typical,expanding the accumulation of plant imagery;comparing group texts,identifying the differences of plant imagery.in order to validate the results of this paper,the instructional design of "willow" imagery in Dwelling in the Garden of Return,Looking at the Tide of the Sea and "mulberry" imagery in Weifeng-Hooligan is also given in the appendix.