Teaching Research On "Poetic Language"

Chinese language teaching was previously a unilateral knowledge transfer, during whichteachers would rarely interact with students. By and by, students started to think Chineselanguage learning boring and uninteresting. Consequently students are not motivated to studyChinese language teaching and teachers gradually lose the passion to teach. In this way,Chinese language teaching would lose the vitality and vigor.However, the introduction of “poetic Chinese language”by Wang Songzhou bringsenlightenment for the teaching of Chinese language. The "poetic Chinese language" teaching hasbrought students a Chinese feast for "the true, the good and the beautiful". The “Poetic Chineselanguage teaching” emphasizes the humanism aspect and the edification effect. It alsoconcentrates onthe shaping of spirit and calls for the return of life consciousness, which poursspring water into the Chinese teaching, giving Chinese teaching vigor.The author has screened and sorted relevant information by literature research, case studiesand comparative research. The author hopes to make a summary of successful teachingexperience and to learn fromprevious teaching deficiencies by the analysis and reflection on theChinese language teaching examples. Hopefully, this paper can provide some help for theteaching of Chinese language in order to restore the vitality of Chinese language teaching.The author conducts the research on “poetic Chinese language teaching” from fouraspects:The first part: Interpretation on the "poetic Chinese language teaching"This part is to help understand the connotation of poetic Chinese language teaching bymeans of collection and sorting out of the data. Poetic Chinese language is for perfection andfor the true beauty. This part aims to exhibit the value of poetic Chinese language teaching,which is to return to the origin of language, integrate with the world language and to bring backcultural spirit to the Chinese Language teaching.The second part: the characteristics of poetic Chinese language teachingThis part mainly explains two features ofpoetic Chinese language teaching.The firstcharacteristic is about “class environment”. It emphasizes the scene setting,the context rendering andthe enhancing of artistic conception; the second feature is the focus on generation,with elastic presupposition, flexible differencetreatment and intangible enhancement.The third part: Poetic Chinese language teaching strategiesThis part mainly explains five teaching strategies of poetry Chinese language teaching.Thefirst is integration–to determinethe objectives of poetic Chinese Language teaching. The secondis a strangeness and expectation-to show the structure of poetic Chinese language teaching.Strangenessis in pursuit of unique teaching structure and expectation pursues ingeniousteaching structure. The third is expression and quality–to improve the quality of teachinglanguage. This part focuses on the teacher’s poetic language and the expression of teaching. Thefourth is creation of a poetic atmosphere by means of performance and multimedia. The fifth iscultivation-to wake up poetic emotion.The fourth part: problems in the Poetic Chinese Language teaching.This part mainly explains the major problems of Poetic Chinese Language teaching. Thefirst problem is deliberate imitation which means the teaching is not nature; the second issuperficialness which means teaching content is not in search of perfection; the third ismediocrity which means the classroom teaching language is not elegant.