The Application Of “question· Inquiry ·Guide·Practice” Teaching Approach In Teaching Ancient Chinese Poetry In Senior School

It is demanded in the New Curriculum that teachers should change their teaching method so that students can change their study method.“Question·explore·guide·practice” teaching approach is a teaching approach which aims to cultivate students learning ability to acquire knowledge automatically. This thesis concentrates on the application of“Question·explore·guide·practice” teaching approach in teaching ancient Chinese poetry both in theory and in practice. According to the contents of this research, questionnaires and experiment were adopted in the research.The author illustrated the effect of this teaching approach by both analyzing the data collected from the experiment and being based on the author’s own teaching practice.The introduction of this thesis mainly stated the background, the instruments and present situation of the research; The first part discussed the present situation of traditional ancient Chinese poetry teaching; The second part focused on the concept and characteristics of “Question·explore·guide·practice” teaching approach; The third part paid attention to the teaching practice and its effect; The fourth part is about the analysis of the results of the experiment; Finally, a summary was made about the problems and disadvantages of the thesis.After one year’s teaching practice, It has been proved that the application of “Question·explore·guide·practice” teaching approach in teaching Chinesepoetry is not only in agreement with senior middle school students cognitive principle but also agrees with what the New Curriculum advocated “autonomy,cooperation and inquiry.” What’s more, this teaching approach also attach great importance to improving students learning interest in ancient Chinese poetry and making students develop the habit of reading Chinese poetry.Meanwhile, it is beneficial to making students learn more independently so that students can appreciate Chinese poetry in ancient times using their own leaning strategy. In addition, students’ capacity of appreciating Chinese poetry in ancient times can be improved with the help of this teaching approach.More importantly, this teaching approach plays an active role in improving students ability to perform better in the exam and developing students inquiry ability themselves.