Research On The Application Of Context Theory In The Teaching Of Historical And Ancient Poems In High School

It is found through a questionnaire survey that there are problems such as students’ low interest in learning,solidified teaching process,and lack of aesthetic and emotional teaching.The thesis applies the context theory to the teaching of high school arioso poetry,explores its feasibility and significance,and proposes specific teaching strategies and presents relevant teaching practice cases in order to provide some reference for solving the problems existing in the teaching of high school arioso poetry.The paper is divided into the following five parts.The first part is the introduction,which introduces the origins and significance of the paper,research review,features and innovations,and research methods.The second part focuses on the concepts related to context theory and high school poetry.This part firstly clarifies the concept,characteristics and types of context;secondly,it outlines the concept and characteristics of arioso poetry;finally,it analyzes the feasibility of applying contextual theory to teach arioso poetry in high school.The third part is a questionnaire survey and problem analysis.Firstly,the questionnaire data were compiled by conducting a questionnaire survey on the language teachers of the first to third year of high school and the students of the classes they taught in the affiliated high school of Nanchang University;secondly,the problems in the current situation of teaching high school arioso poetry were analyzed by combining the questionnaire data.The fourth part explores specific strategies of applying contextual theory to teaching high school arioso poetry.This part focuses on four aspects,including textual context,situational context,cultural context and cognitive context.In terms of constructing textual context,strategies such as analyzing the meaning of words through comparison,contextualizing the meaning of sentences,and exploring the rhetorical relevance based on the whole are proposed;in terms of creating situational context,strategies such as breaking the pan-situationalization with the help of "1+X" model,creating scenarios in an orderly manner with an eye on multi-dimensional space-time,and introducing media resources to strengthen the scenario are proposed.In terms of creating cultural contexts,strategies such as integrating imagery culture through migration and induction,exploring allusion culture with cultural background,and enhancing heritage awareness to penetrate spiritual culture are proposed;In terms of building cognitive contexts,strategies such as using reading aid scaffolds to establish cognitive commonalities,using "prior organizers" to activate cognitive contexts,and setting open-ended questions to clarify cognitive differences are proposed.The fifth part shows the design and practice of applying context theory to the teaching of ancient poems about history in senior high schools.This part takes "Gui Zhi Xiang Jin Ling Nostalgia" as an example to carry out teaching design,and comprehensively uses various ways to construct text context,situational context,cultural context and cognitive context,showing the effectiveness of applying context theory to the teaching of high school poems about history and nostalgia,and reflecting on teaching practice.