Imagine Reading Teaching Junior High School Poetry Text

There is no doubt that China is the kingdom of poetry. However, in high school, most ofthe high school students are not interested in poetry. Throughout the books that the studentsread, although they are array, it’s hard to find the trail of the poetry. The poetry study for highschool students is confined to the psalms within exams, and students only recite the poems. Thetraditional teaching of poetry text reading is the poetry learning limited to the examination andthe study form is mainly that teachers teach the students. And the choice of the learning contentand the learning style has always been around the root baton of the exam. It concerns almostnothing except the scope of the examination. This has resulted in a lack of students’readingliteracy, low imagination, weakening of learning interest, and the appreciation of the world is abarren.This article is based on the author’s own over10years’teaching practice, trying toproceed from the theories of psychology and interpretation, to summarize some learning harvest,to sum up some experience in teaching practice, and to explore how to develop students’imagination and enhance students’creativity with the help of poetry texts at the juniorsecondary stage.This article is composed of five parts, the interpretation of the imagination reading teaching,the characteristics of the reading teaching for the poetry text imagination at junior high school,the ways of the reading teaching for the poetry text imagination at junior high school, themethods of the reading teaching for the poetry text imagination at junior high school, and thepractice of the reading teaching for the poetry text imagination at junior high school.The first part is the simple introduction of the imagination and imagination reading teaching.It explains that teachers use rich teaching methods to mobilize the imagination of students, andallow students to read with imagination. And it requires teachers and students to convert theabstract language symbols into the perceptual image in mind with the help of the imagination,in order to understand the text better, fill gaps in the text and construct the meaning world of thetext.The second part examines the characteristics of the reading teaching for the poetry textimagination at junior high school. China is the kingdom of poetry. Brilliant poetry is a valuable asset, which touches our hearts through concise language and beautiful mood. However, thestraightforward, utilitarian instruction of poetry reading makes the great literary form tastelessin the eyes of the students.Poetry text imagination teaching reading breaks the traditional mode of teaching poetryreading. With its unique characteristics of subjectivity, experience, openness and creativity,teachers and students face the same text. Teachers, with a more open mind and form, establish adominant position of students, lead the students into the world of imagination, and thusexperience the mood of the poem and complete the fullness of the text in the imagination, at thesame time, lead the students into thinking collision, inspire new spark to make the poetryreading have more personality and more creativity.The third part talks about the ways of the reading teaching for the poetry text imagination atjunior high school. The ways are to create imaginary scenarios and savor the beauty of thepoetry mood; to taste the language and explore the inherent imaginary points of the teachingmaterials; to open up the aesthetic imagination channels and induce the aesthetic experience ofthe students.Junior secondary teaching focuses on poetry basic ability. Therefore, reading teaching forpoetry imagination should be based on classes to constantly open up the new ways of reading,improve students’ interest in learning poetry, and exercise students’appreciation of poetryliteracy.The fourth part proposes the methods of the reading teaching for the poetry text imaginationat junior high school. At junior secondary stage, according to the characteristics of students’psychological age, teachers ask students to read aloud, make dialogues, expand the aestheticimagination, and taste the poetry charm.The fifth part shows the author’s own teaching practice. Only when the theory and the ideaare put into practice will they be verified. The author has a full practice opportunity in teachingfirst-line. She presents her own teaching cases and her further thoughts in the teaching practice,and reflects on a true picture of the students’ original performance.