Teaching Research On The Image Of "Willow" In Ancient Chinese Poetry In Middle School

The image carries the author’s unique emotion,which contains profound meaning.The key to learning ancient poetry is to interpret imagery.The image of “Willow” is a representative of farewell images.During its long development process,the cultural connotation and cultural emotion of the“Willow” image have been gradually enriched and sublimated,which is also worthy of many scholars’ research.Therefore,the author researches the teaching of “willow”imagery in ancient Chinese poems in middle school,which is divided into five parts.The introduction part mainly introduces the research origin,research significance,literature review,research content,and research methods.The first part introduces the source and meaning of the image and the origin of the “willow”image.This paper sorts out the distribution of selected articles about the image of “Willow” in middle school Chinese textbooks and explores the development of “Willow” culture and the cultural significance of the image of “Willow”.Willows first appeared in the “Book of Songs” as a landscape,and they were in the primary stage of expressing emotions through borrowing objects,but it has opened the precedent for talking about willows in poems and derived the cultural connotation of missing relatives.Later,“Liu” has a homonym with “Liu”,so it can be used to persuade people to stay.Therefore,the custom of breaking willows to see them off appeared in the Han Dynasty.In the Tang and Song Dynasties,the culture of chanting willows had developed a variety of connotations.This paper elaborates the cultural significance of the “willow” image in the words of farewell,homelessness,and praise of spring,so as to provide a reference for teachers’ teaching and students’ learning.The second part introduces the strategy of a applying the image of“willow” to the teaching of ancient Chinese poetry in middle schools.First,it introduces the case analysis of “Willow” imagery in the teaching of ancient Chinese poetry in middle schools,and explains the advantages and existing problems of “Willow” imagery in the teaching of ancient Chinese poetry in middle schools,mainly from the two aspects of students and teachers.Made an exposition and explained the necessity of improving the teaching of“willow” imagery.Secondly,it introduces the application of situational teaching method,group text reading method and dialogue teaching method to the teaching of ancient poems with “willow” imagery.Finally,it introduces the significance of the “willow” image in the teaching of ancient Chinese poetry in middle schools.The teaching of imagery of ancient poems is of great help in improving students’ Chinese literacy and aesthetic ability.Therefore,it focuses on the cultivation of students’ emotional attitudes,aesthetic appreciation and creation,and understanding and inheritance of national culture.Teachers are hoped to pay more attention to the teaching ancient poetry imagery.The third part writes about the application of the “willow” imagery teaching strategy in ancient poetry to the “willow” imagery teaching in modern prose,taking the “willow” imagery teaching in “Lotus Pond Moonlight” as an example.It is hoped that it can help students gradually grasp the image of a “willow” and cultivate students’ independent learning ability.In the epilogue part,it summarizes the relevant research on the teaching of “Willow” imagery in ancient Chinese poetry in middle schools,affirms the value and significance of the teaching of “Willow” imagery in ancient poetry.