| Flipped classroom is a hot topic in the research of education circles,but the specific teaching mode of Tang poetry teaching is rarely discussed.This paper will attempt to conduct a theoretical exploration of the relationship between flipped classroom and Tang poetry teaching(taking the textbook edited by the ministry as an example)from four parts,and finally explore effective methods to guide teachers in improving students’ core Chinese literacy.Based on this,the first chapter will start with the related concepts of "flipped classroom","core literacy" and "Tang poetry teaching",and clarify the concept of flipped classroom in the first chapter,which aims to provide a feasible theoretical basis for the subsequent discussion.Then,related concepts of core literacy are explained,and the value significance of core literacy is theoretically expounded.Finally,it is applied to Chinese flipped classroom itself to reflect its effectiveness.Finally,it is necessary to define the teaching of Tang poetry,sort out and classify the poems in the textbooks,and summarize their characteristics.Then in Chapter 2,the current teaching situation of Tang poetry under frontline teaching is presented from the perspectives of teachers’ teaching status and students’ learning status.Based on this situation,relevant cruxes are summarized,and the textbook is also analyzed to link changes in the textbook with changes in teaching methods.Next,specific discussions will be conducted on the two major qualities of "aesthetic appreciation and creation" and "cultural inheritance and understanding",with the aim of increasing the importance of Tang poetry teaching through a flipped classroom teaching model.Finally,an attempt will be made to construct a flipped classroom teaching model to solve some of the current difficulties in Tang poetry teaching and help students improve their core Chinese literacy,Using this content to demonstrate the necessity of flipped classroom for teaching high school Tang poetry in the current edition of textbooks.In the third part of this paper,we will try to transform the research results of the two parts from theory to practice,and put the flipped classroom theory into practice in Tang poetry teaching in high school.In order to do this,we need to first determine the basic teaching principles--attaching importance to "student-based education" and emphasizing the embodiment of students’ autonomy.On the basis of these two principles,a general teaching framework is constructed,and a preliminary teaching design is carried out by taking the famous article "Climbing High" in the textbook of senior high School as an example.Through this teaching design,it is proved that this theory is fully realized and replicable in the teaching process of front-line teachers,which can not only solve some difficult and complicated diseases under the traditional teaching mode practically.And it can meet the current teaching theory and achieve the expectation of improving the core quality of Chinese.In the fourth part,the classroom teaching strategies of Tang poetry from the perspective of Chinese core literacy will correspond important links in flipped classroom to relevant Chinese core literacy,propose feasible teaching methods and explain possible results,so as to provide some feasible paths for teachers’ first-line teaching.Finally,it is concluded that under the flipped classroom teaching mode,students can construct more systematic knowledge structure,more connected knowledge system and more ideological theoretical achievements,and cultivate the comprehensive core quality of Chinese.Finally,a summary of the above content will be provided,and my own response will be given to the research on improving high school students’ core literacy ability in Chinese under the "flipped classroom" model.Undoubtedly,the flipped classroom model is beneficial for improving students’ core literacy ability,and specific teaching guidance will be provided based on this theory. |
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