On Teaching Strategies Of Ancient Poetry And Prose In Normal Schools

Five-year normal schools aim at training primary-school teachers at the junior college level, which makes the teaching of ancient poetry and prose different from those in senior high schools and ordinary colleges and universities. This thesis attempts to make an overall exploration into teaching strategies of ancient poetry and prose in normal schools from the perspectives of preparatory strategies, process strategies and evaluation strategies, based on literary reception theory, constructivism theory, metacognitive theory and cognitive schema theory.As far as preparatory strategies are concerned, the teaching aim of ancient poetry and prose should be aesthetics at the core and aesthetic experience as the feature. Teaching resources can be best combined through well handling the relations between in class and after class activities, between course and life, between elite culture and popular culture, through using excellent resources in line with local conditions and through learning from others to make up deficiencies. As to process strategies, the teacher can stimulate students to make dialogues by carefully designing questions so that effective dialogue strategies can be formed through respecting students' reading experience, cultivating students' individuality, being close to students' life and integrating life into teaching. The teacher can also develop situational teaching strategies by means of making artistic creation through meditation, creating focus of attention by deliberately making errors, appropriately promoting mutual exchange of thoughts about all times, and guiding inquiry into the text to achieve further understanding. The teacher should explore the integrating point of telepathy between students and texts and encourage students to think artistically so that students can not only learn to discover but also learn to create while reading, and therefore, they can make a deep comprehension of life and thus effective generation can be achieved. Evaluation strategies of ancient poetry and prose teaching in normal schools are constructed through developing pluralistic evaluation content, pluralistic evaluation ways and pluralistic evaluation participants.