Reseaech On The Teaching Of “Moon” Imagery Of Ancient Poetry In The Ministry Edition Of Junior High School

As an important part of ancient Chinese poetry,imagery plays a pivotal role in its cultural symbolism and connotation.The moon,as a unique cultural symbol and connotation,appears relatively frequently in ancient poetry.A systematic review of moon imagery in ancient poetry will guide students to appreciate the connotation and beauty of the poems,promote the construction of a systematic linguistic framework,cultivate aesthetic appreciation and creativity,enhance the height of their thinking,and accumulate cultural thickness so that students’ core literacy can be improved comprehensively.In response to the increasing importance of cultural and aesthetic education in education and teaching,this paper takes the Ministry of Education’s version of the junior high school language textbook as the basis for a breakthrough in the teaching of the ’moon’ imagery in the textbook,by collating its distribution and teaching situation in the textbook,as well as the reasons for this situation.This paper is an analysis of the distribution and teaching of moon imagery in the textbook,and the reasons for this situation,and gives some strategies for exploring the teaching of ancient poetry imagery,in the hope of providing a basis for reference.This article consists of four main sections.The introduction of the article consists of four parts,including the reason for choosing the topic,the significance of the topic,a review of the research,and the research methodology.The introduction of the article consists of four parts,including the reason for choosing the topic,the significance of the topic,the research overview,the research method.The main reason for choosing the topic is that ancient poetic imagery has rich connotations,and moon imagery as a research object can better resonate with students;the significance of the topic is analyzed from two aspects: theoretical significance and practical significance;the research overview is discussed in this article from three aspects: research on ancient poetic imagery,research on teaching ancient poetic imagery in language teaching materials,and research on teaching ancient poetic "moon" imagery in language teaching materials."The research methods adopted in this paper are literature analysis,statistical analysis,case study analysis,questionnaire survey.The second chapter explores the current situation of teaching the imagery of "moon" in ancient poetry in junior high school language textbooks.Through,the questionnaire survey on the current situation of teaching "moon" imagery,and then the analysis of the questionnaire,to interpret the current teaching of ancient poetry imagery,especially moon imagery,there are four problems: the bias of the interpretation of moon imagery,the tendency of the appreciation of moon imagery,the fragmentation of the interpretation of moon imagery,and the singularity of the teaching of moon imagery.The four aspects of the teaching of moon imagery are discussed.On the other hand,the causes of these four teaching problems are further explored,including the lack of cultural connotation of moon imagery,the lack of linguistic use of moon imagery,the lack of the discursive process of moon imagery,and the lack of the aesthetic process of moon imagery.The third chapter explores strategies for teaching the imagery of the moon in ancient poetry in junior secondary language textbooks.This exploration is based on the problems that arise in teaching the moon imagery of ancient poems,and the four aspects of teaching are to expand its cultural connotations,organize learning tasks,construct thinking systems,and cultivate aesthetic creativity.The concluding section consists of three main parts: the first is a summary of the selection of the "moon" imagery in the junior high school language textbook in the first chapter of the paper;the second is a survey questionnaire to identify the problems in teaching and learning,and an analysis of the problems;the third is a summary of the corresponding teaching strategies based on the conclusions of the first two chapters.