A Study On Chinese Classical Poetry Reading Teaching From The Perspective Of Intertextuality Theory In High School

In recent years,the intertextuality theory is being widely discussed.As one of themodern western theories of test,it not only makes contributions to literature and cultualresearch fields,but also has an enormous influnce to the exploration and innovation ofchinese reading teaching.The teaching of chinese classical poetry reading is a traditionaland young subject,but there are many fruitful achievements and problems in highschool.Through the research of the intertextuality,the study wants to build a new contentsystem of chinese ancient poetry reading teaching and effective teaching strategies,aimsat enriching reading views about Poetry appreciation and updating old and singlemodels of teaching.Literature review,questionnaire survey and case analysis are the most importantmethods in the research.On the basis of reading abundant papers and works,the studycombed foreign and chinese research situation on the intertextuality and the currentsituation of chinese reading teaching(including chinese classical poetry).The main partof the research introduced theoretical contributions,like Bakhtin, Julia Kristeva,RolandBarthes,Broome,Genette,Riffaterre,Compagnon and so on.The study drew the outline ofthe development history of intertextuality theory,expounded the major categories ofwestern intertextuality approach and defined the concept of intertextuality clearly.Thereference of the content and form in tests each other,which is the universal law aboutwestern and chinese literature.Some elements are chosen,including theme,image,quote,paraphrase,allusions,emotion,genre and structure,help readers to read ancient poetry inintertextuality.The study wishes to find the deep meanings in a test,enhance reading andappreciation abilities,realize the dialogue between modern western literary theory andchinese reading teaching,provide a new,powerful framework for classical poetryteaching content.From the date analysis of students’questionnaire surveies in a high school ofLanzhou City,Gansu Province,the study thinks that there are some common problems inteaching of chinese classical poetry reading,for example,students’connoisseurship isabsent,chinese teachers’structure of knowledge is obsolete,the writing of textbooks is one-sided and the using of curriculum resource is unreasonable.In order to make full useof the intertextuality in the process of ancient poetry reading teaching,the researchcombined with typical teaching design and course video,came up with some teachingstrategies.Firstly,we must concentrate curriculum resources and look for the joinsamong tests.Secondly,making flexible use of teaching paradigm is necessary.Thirdly,te-achers and students should use intertextuality ways to excavate tests’deep connotation.Lastly,our classes could have good combination of reading and writing.Importantly,theissues of quantity,depth,breadth and moderation about the intertextuality in the classhave been deep discussed.Students’verbal ability,connoisseurship,thinking ability andinquiry ability,which are promoted or not,the result is basic standard used to estimatethe function of intertextuality in our chinese classical poetry reading teaching in highschool.