Pobing The Application Of Artistic Blankness On Classical Poetry Teaching In Senior Schools

Artistic blankness has always been the focus of aesthetic studies home and abroad. It requires the readers or the audience to supplement and enrich their understanding and imagination. Chinese teaching is not only a science, but an art. The blankness in teaching, or implication, is the unspoken part by the teacher or in the teaching material. Meanwhile, it is the pause, leaping or weakening. Therefore, students will learn better if artistic blankness can be used in classical poetry teaching, when arranged well.In traditional method, however, blankness is commonly ignored by giving way to explaining vocabulary. The aesthetic function is beyond horizon, disguised by general information introduction, stubborn use of reference books, or teacher own bias. With respect to pass exams, the students are forced to rote, or memorize so-called standard answers. As a result, the students are deprived of their imagination, depressed of their potential of creativity. The should-be classroom of scenery turns out to be barrack to beauty.Therefore, blankness theory of classical poetry has been applied in the paper to join the theory with the practice of classical poetry teaching. Namely, the students are attracted to the teaching material, with spurred active thinking and consciousness of aesthetics. Since 2007, the new round of teaching reform has provided us opportunities of teaching target and orientation. Especially, classical poetry, which is rich in blankness, has been put into single volume as one of the selective material. It plays an important role in fostering students'sense of aesthetics and perfecting their personality.In light of western aesthetics of reception, theory of Gestalt, and theory of artistic blankness, a harmonious class has been built to optimize the"silent"teaching, surmise the"uncertified"language, and to induce multiple explanations. Combining the concrete classical poetry material in the senior school textbook, blankness of language, teaching material, and rhythms are designed. By applying practical teaching methods, questions and comments are put forward to focus on the context explaining. Within the colorful classroom activities, the approaches of applying artistic blankness in classical poetry teaching are probed.To sum up, teachers are responsible in mastering the aesthetic features of blankness in classical poetry teaching. Their job is to fully activate students'potential in learning. Students are encouraged to wield their interest in true life to sense the rich connotation in the target context. Through the exploration and recreation of blankness, students may grasp the context and its author as well. On the other hand, they fulfill the understanding of themselves, integrating the wholesome of life.