Research On The Teaching Of Junior Middle School Poetry Based On "romantic Cognition"

It has always been a bottleneck for teachers in junior middle school to deal with the teaching of Chinese ancient poems,as students usually learn them by rote which can not reach the appreciation level.So it has been a long-sought goal for the author to improve students’ ability to appreciate ancient poems so as to understand,analyze,comprehend and take in by heart.“Romantic cognition”,which is based on students’ age,emphasizes students’ comprehension ability and their real comprehension standard in their own age.Therefore,based on the principle of inspiring students’ interest of ancient poems,understanding them well,and appreciating the achievements the ancients leaved to us,the author has applied the “romantic cognition”,which fits students’ cognitive level as a new reading tool,to reading and teaching ancient poems.As a result,teachers and students can deal with poems with their honest soul and sincere emotion together,and find a clue to poets’ inward world so as to echo with poets’ soul and comprehend the impressive picture and deep emotion of poem itself.The thesis is divided into six parts.The first part is the introduction.Firstly,the study background and significance of the study of reading teaching of ancient poems in junior middle school based on the “romantic cognition” are introduced here: based on the current teaching methods of the ancient poems,"the romantic cognition" can inspire students’ interest to learning ancient poems and improve their IQ and EQ.Secondly,bibliography of reading teaching of ancient poems in junior middle school based on the "romantic cognition" is introduced;the author has consulted of relevant studies of ancient poems for deepening the understanding of them.At last,the study method of reading teaching of ancient poems in junior middle school based on the “romantic cognition” is illustrated,which is based on the combination of theory and practice.In the second part,the author firstly explains the definition and meaning of the "romantic cognition" by theory;the necessity of reading ancient poems by the "romantic cognition" is illustrated here based on the definition of imagination and visualization,transition between language and imagination,and the psychological characteristics of middle school students.Secondly,the situation of teaching ancient poems in middle school is illustrated.Thirdly,the author shows us the value and prospect of teaching ancient poems by the "romantic cognition" :more specifically,the "romantic cognition" can enliven the class and motivate students to communicate with poets regardless of time and space;it can also inspire students interest ofpoems and construct the mode of appreciating poems step by step for students;as for teachers,the "romantic cognition" can help them find a new way of teaching poems,develop pluralistic ways of reading poems,and help them improve their teaching.The third part discusses three design principles of the "romantic cognition" in teaching of ancient poems,that is,students’ age,extension of thinking,and aesthetic cognition.The fourth part illustrates the teaching design strategies of applying the "romantic cognition" to ancient poems by practice: the teaching strategy of reality limitation and extreme experience is for sharpening students’ feeling and making them feel the boundary and maximum of knowledge;the teaching strategy of heroism association is for helping students find the ancients’ outstanding quality and gain confidence so as to get an impressive result;the teaching strategy of sense of wonder is for inspiring students’ interest of exploring by finding a new way out of traditional teaching;the teaching strategy of knowledge and humanity connotation is for exploring new knowledge and combination between poem itself and its background so as to make students touch the deep emotion over the poem itself;the teaching strategy of collecting and interest is for enriching students experience of learning poems,reconstructing the substance of the poem,and combining studying experience and life experience perfectly by students’ active collection;the teaching strategy of changing knowledge background is carried out by restoring knowledge background for recurring background and enriching historical connotation and students’ material for studying;the teaching strategy of the eye of the text is for encouraging students to challenge the new chance in studying and analyze poets’ writing process and emotion changes longitudinally on the basis of optimization of the new visual thinking.The fifth part is about teaching cases of ancient poems and their analysis based on the "romantic cognition".The practice has conducted by the theory of the "romantic cognition" in class.The author has chosen three poems by Li Qingzhao,a famous female poet in Song Dynasty and analyzed how to apply the cognitive tool to practice in class.The last part is conclusion,which serves as a supplement for the thesis.