Intertextuality Theory And High School Teaching Research Ancient Chinese Poems

The research object of this paper is the teaching of Chinese classical poetry，based on theIntertextuality Theory. Choose this topic as the research object, mainly due to the love of theancient poetry.the reflection of the high school ancient poetry teaching situation. I hope thatthrough the intertextuality theory to inject new vitality for the current high school of ancientpoetry teaching.The Introduction section describes the purpose and significance of this study and Introducesdomestic and foreign research status on intertextuality theory, the domestic research about theancient poetry teaching of high school status, the teaching of ancient poetry in high school underthe theoretical guidance and research objectives, methods.The first part reveals the present situation of high school teaching of ancient Chinese poems,this paper analyses the causes, based on questionnaire survey, this paper reveals the love degree,learning situation of ancient poetry in high school students and the present situation of teachers’teaching, from students, teachers, textbook compilation and etc, the author analyzes the reasonsfor ancient Chinese poems teaching does not satisfactory, and look for a solution to the problem.The second part briefly intertextuality theory, explore its guiding significance to high schoolteaching of ancient Chinese poems. Generalized the intertextuality refers to any text isabsorption and transformation of other texts, involve multiple fields. Narrow intertextualityrefers to a text of the exact text in another, only based on the field of literature; this paper studiesthe intertextuality theory of narrow sense. Papers from the deconstruction of intertextualitytheory direction, the direction and poetics of combing the theory origin and theological, thussumming up the main points of intertextuality theory. Intertextuality theory with Chinese ancientliterary theory of "intertextuality", and huang tingjian "DianTieChengJin" compare "seize the tireitself" theory, so as to get through Chinese and western literary theory. On this basis discussesthe intertextuality theory in high school teaching the value of ancient Chinese poems.The third part discusses the types of intertextuality and its embodied in poems, by listing alarge number of examples are discussed in detail quote, paraphrase, because in the ancientChinese poems, imagery, and other forms of intertextuality, effectively turning intertextualitytheory and combined the ancient Chinese poems.The fourth part put forward the corresponding poems teaching strategy of high school onthe intertextuality theory. In understanding the theory of intertextuality and the theory on thebasis of the concrete embodiment of the ancient Chinese poems, from association, reduction, and comparison these four aspects to find relevant teaching strategies, the ancient Chinesepoems and poems teaching provides a new train of thought for the current high school.The fifth part describes the problem which poems teaching should pay attention to under thetheory of intertextuality, using the theory of intertextuality to poems on text teaching must beappropriate to introduce each other, avoid excessive interpretation; avoid out of the text, avoidmultiple boundless; Teaching design restricted by students and teachers reading field of vision.Throughout the full text, Critical significance of this article is concerned with the theory ofintertextuality, starting from the teaching status quo of the ancient Chinese poems, guides thestudent in the wider network of text bold can effectively interpret poems, improve students’ability of aesthetic awareness and appreciation of ancient Chinese poems, for the majority ofmiddle school Chinese teacher teach poems provide certain help and reference.Of course, given that my ability is limited, this article in both theoretical interpretation andteaching practice is not enough mature and perfect, pleaded with readers and the teacherscriticized the correction.