Research On Imagery Teaching Of Classical Poetry Of Senior High School Pedagogy

Classical poetry always represents the excellent traditional culture of the Chinese nation,and it is constantly supported and loved by the people.The national treasure has been selected from the high school textbooks of the People's Education Press,which means that it is not only necessary to analyze the language of classical poetry from the shallow level,but also to start with an image in depth and meticulously interpreting the emotions contained,so that it meets the teaching requirements.As an important part of classical poetry,imagery can not only enrich the connotation of the works,but also provide a carrier for the expression of the author's emotions and will,and also make the expression of his emotions to the extreme.The image interpretation of classical poetry is put forward as a difficult point in the actual teaching process of Chinese language.Based on the classical poetry in the 2003 Chinese Pedagogic Chinese “Standard Ordinary High School Curriculum Standard Textbook”,this paper proposes corresponding solutions based on the current status and causes of actual imagery teaching on the basis of combining the existing research results.The dissertation is divided into five parts: the introduction,the first chapter,the second chapter,the third chapter and the conclusion..Introduction elaborates on the research object,the origin of the research,the current status of the existing achievements,the research value and the significance of the teaching of ancient poetry in senior high schools,the research ideas and methods.After summarizing the distribution of classical poetry imagery in teaching materials,the paper combines the status quo of imagery teaching with questionnaire survey results to analyze and illustrate.The second chapter,aiming at the current status of actual imagery teaching in high school Chinese language and analyzing the possible reasons for its problems.The third chapter is occupying two thirds of the main part of the dissertation and occupying a major position.This section addresses the current situation and causes of the first two chapters,and proposes corresponding solutions from three perspectives.These are the classification and analysis of the imagery of teaching materials,the correct perception of images,and the use of reasonable methods to interpret images.In addition,the appendix of the paper includes an image teaching process designed with the example of Liu Yong's "Yu Lin Ling" as an example,and sample questionnaires mainly for teachers and students.