The Research Of "Being Poetic" In Chinese Classical Poetry Teaching

Poetry is a bright pearl in the palace of literature, of which Chinese classical poetry is the essence. Classical poetry teaching in China can not only carry forward the fine traditional culture of the motherland, but also cultivate students’aesthetic sentiment and nobility as well as good poetic wisdom. However, due to the impact of some ill teaching methods like the score-oriented, the fast-food, the cramming and etc, the situation of poetry teaching is increasingly awkward, among which the classical poetry teaching in senior high school is suffering more. Faced with overwhelming pressure from the examinations, high school students as well as the teachers are cramming for classical poetry. The fact that high school teachers are paying little attention to "being poetic" makes the class boring; consequently, the students fail to appreciate and enjoy the "poetic". They are scared of learning Chinese classical poetry and keep away from it. Classical poetry teaching has gradually become a weak part of high school Chinese teaching, which not only greatly influences the spread of knowledge but has a great impact on students’understanding and inheriting of traditional culture.In order to make full use of the rich cultural heritage of Chinese classical poetry in daily teaching, the study starts with "teaching" and "learning" of classical poetry in senior high school, combining some exploration and thinking of my own work practice. The study focuses on "the poetry teaching," elaborating and analyzing it from four aspects:mining poetry connotation, improving teachers’ quality, innovating poetry classroom and promoting students’ autonomy. Based on a large number of examples of teaching, the study hopes to provide practical and effective implement strategies for classical poetry teaching in China. This paper uses the experience sum-up method and combines my practical experience in the classical poetry teaching which is based on classical poetry teaching. It focuses on the three elements of poetry named word, meaning and image to excavate the "poetry" in classical poetry. The paper uses comparative analysis, comparing the new teaching method of traditional classical poetry with the old one. As far as I’m concerned, the teachers should update the teaching concept of poetry and continuously improve the appreciation of classical poetry with a full love of poetry feelings. By using the experience sum-up method, the paper analyzes and summarizes my and some special-grade teachers’teaching of classical poetry with teaching background and by supplementary means. I try to create a poetic learning atmosphere and pay special attention to demonstration. Only by elaborate guidance can students read the poetry at the right pace, with proper emotion and understand the "poetry" behind. In this way, students are able to grasp the classical poetic imagery and deeply appreciate the classical artistic conception of the poetry by their teachers’ guidance. They are able to comprehend the hidden "poetry" in the classical poetry by using imagination. Following the principle of students’ independent development, this paper uses document study method and experience sum-up method to guide the students to break the diaphragm between classical poetry and their life and guide them to figure the position to themselves. The students are encouraged to come into the heart of the poets and speak out their distinctive views on classical poetry. It is suggested that students be guided to carry out research study on classical poetry and be helped to explore writing practice concerning classical poetry.