Qin Wei And Jin Dynasties Teach Poetry To The "emotional Outlook," The Initial Sort

In this thesis, with “Poetic Education” as the research object, which “Qing” and“Zhi” of the “View of ‘Qing’ and ‘Zhi’” are the important points, there is preliminaryresearch of the development of “Poetic Education” from the pre-Qin to Wei-Jin Dynasty.This thesis also links to the basic education curriculum reform background, analyzing thatthe education of poetry should maintain values, with a view giving a recommendation forimproving the teaching of Poetry.This thesis is divided into five parts: Introduction, text chapters, and Conclusion.Introduction: Mainly explains the importance and development of “PoeticEducation”, and summarizes the causes and significance of the “View of ‘Qing’ and ‘Zhi’”.Chapter One: Pre-Qin Dynasty. First, to define the concept of “PoeticEducation”; second, to interpret the development and changes of “Poetic Education” asaccurately as possible; third, to sort out the “Shi Yan Zhi” theory of this period; fourth, toexplore the values of Confucius’s “Poetic Education” and the follow-up development inthis period; and finally, to state the content and method of implementation for “PoeticEducation”.Chapter Two: Han Dynasty. For “Poetic Education”, Han was a transitionperiod. It includes two separate discussions: on the one hand is the “Zhi” of the “View of‘Qing’ and ‘Zhi’”, which was strengthened step-by-step. On the other hand is the “Qing” ofthe “View of ‘Qing’ and ‘Zhi’”, which was standardized. These naturally affect the contentsand methods of “Poetic Education”, stating the content and method of implementation for“Poetic Education”.Chapter Three: The Wei-Jin, South, and North Dynasties. Poetry of this periodbecame the most developed literary style. It also includes a summary of the poetic theoryand the differences from the followers of “Wen Xin Diao Long Ming Shi”. This part isrelative to the previous chapter, focusing on two aspects: the first is how the “Zhi”encountered confusion and aesthetic breakthrough; the other is the extreme forwarddevelopment of the “Qing” and the resulting criticism. Finally, is to state the content and method of implementation for “Poetic Education”.Conclusion: Through carding out “Poetic Education” and the “View of ‘Qing’and ‘Zhi’” from the Qin to the Wei and Jin Dynasties, this thesis is to help teachers intoday’s culture in transition in basic education reform, to maintain the stability andmentality of the development of poetry education, and to clarify and improve poetryteaching in Chinese education. Only by learning from history and reflection on poetryeducation, as a great poetry country, can we enhance humanities and enhance our aestheticcapacity.