A Study On "Ministry Of Poetry" Teaching Strategies In The "Ancient Chinese Poetry Prose Appreciation" By PEP

"Ordinary High School Chinese Language Curriculum Standards(Experimental)" has changed the single high school Chinese language curriculum structure of long standing and added elective courses.With the prominent importance of the study of ancient poetry in recent years,the“Ministry of Poetry” teaching of the RJYW has been paid more attention.The writer has been deeply impressed by the urgency and necessity of exploring the teaching concepts and strategies of the “Ministry of Poetry”.However,in practical teaching,though many schools actively set up elective courses for the “Ministry of Poetry” due to the influence of some subjective and objective factors,they have encountered many problems in the implementation of the curriculum.This paper,which aims at solving the problems existing in the teaching of the “Ministry of Poetry” at present,analyzes and attributes the current problems of the ancient poetry teaching in elective courses in senior high schools through the methods of literature research,questionnaire survey,interviews,etc.,so as to understand the knowledge of ancient poetry teaching in the Chinese elective course for teachers and students in the senior second grade of the Affiliated Middle School of Inner Mongolia Normal University.At the same time,specific instructional designs were made for the representative in the three units of the “Ministry of Poetry”.This paper aims to provide some references for high school elective ancient poetry teaching,improve the teaching efficiency of the “Ministry of Poetry”,cultivate students' abilities of study,appreciation,and appreciation,and ultimately achieve the goal of improving the level of students' poetry literacy.This article is mainly divided into the following some parts:In the introduction part,the significance of the graduation thesis,current research status,research objects,research methods,and the definition ofrelated concepts are expounded and then the topic is elicited.In the first part,the teaching content in the “Ministry of Poetry” is analyzed.Starting with the articles selection,the textbook layout,and various themes in each unit,the unique content setting in the “Ministry of Poetry” is introduced,which has a guiding significance for the design of teaching strategies in the “Ministry of Poetry”.The second part explores the problems and their reasons in the teaching of “Ministry of poetry”.Through a questionnaire survey on the status of students' poetry accomplishment,and in combination with teachers' interviews,it is found that there are two problems in students and teachers.The attribution analysis is made from four aspects including teachers' teaching ideas,teaching methods,teaching purposes and the level of students' poetic accomplishment.Further emphasizes the importance and urgency of improving the teaching strategy of the “Ministry of Poetry”.In the third part,it seeks the theoretical basis and principle guidance for the teaching design of "Ministry of Poetry" on the basis of system theory,dialogue teaching theory,humanistic learning and cognitive teaching theory.The teaching design should follow the principles of integrity,inspiration and development.In the fourth part,aiming at the problems and reasons in the “Ministry of poetry”teaching,the paper takes three units' representative poems of the“Ministry of poetry” as examples,put forward some specific teaching strategies are proposed and teaching design is processed:(1)When appreciating poetry,the overall consciousness should be established,and the brief introduction of the poet and the background of the time should be learned and considered.At the same time,thoroughly explore the poetry and poet's feelings.(2)When understanding the poetry,the perceptual interpretation of poetry should be paid full attention to.With one's own aesthetic experience,develop reasonable imagination to fuse feelings with the natural setting.(3)Reading with different normal forms should be adopted to deepen students' aesthetic experience and cultivate students' poetry literacy.Concluding remarks,summarizing the full text,extracting ideas.In the conclusion part,the above-mentioned content is concluded and arguments in each part are reemphasized.