The ’Chinese Flavor’ Teaching Concept And The Classical Poetry Teaching In Senior High School

At the beginning of 2001, Cheng Shaotang first put forward the concept of’Chinese Flavor’. From then on, the team of Cheng began to build the teaching theory system for this concept. In 2003, Mr. Cheng put forward the outline of’the new system of Chinese teaching aesthetics’, which consists of 15 aspects. This thesis will talk about the reflection of’Chinese Flavor’teaching concept in the Chinese poetry teaching of senior high school, in order to enrich this theory.Chapter one focuses on the circumstances of its birth and the interpretation of its connotation, and interprets several key words in order to prepare for what follows in the thesis.Chapter two talks about how’Chinese Flavor’ concept influences teaching contents. First, we should attach importance to the Instrumentality of Chinese language, pay attention to the stylistic feature of Chinese classical poetry and the value of the poetry language in daily life. Second, we should include the thinking habits of Chinese literati into aesthetic object, in order to make students examine the thinking traditions of their group. And we should attach importance to our National culture gene, such as Confucianism and Taoists, which can lead students to search the spirit of Chinese nation.Chapter three talks about how’Chinese Flavor’concept influences teacher. Teachers should say goodbye to the traditional identity as craftsmen. They may put their life experience into teaching, to impress students with scene emersion, to inspire students with life reflection. They may create an open atmosphere of dialogue, to influence students with poetic language, to realize the interaction and sharing between teachers and students. They may do researches according to interests, develop their special skills and personality, and build your own representative lesson.Chapter four talks about how’Chinese Flavor’concept influences teaching methods. This part is the most important one. There will be four main methods:emotion excitation, language pondering, connotation exposition and humor. The thesis explains the ways of emotion excitation by guiding with culture, and talks about how to ponder language by changing, comparing and reading. And then it will explain how to teach students to discover the emotions, wisdom and life realm of one text. Last but not least, it will talk about the ways of making humor. I expect this thesis may make some contributions to ’Chinese Flavor’concept.