The Compilation Ideas And Teaching Strategies Of Ancient Chinese Poetry In Junior High School

TheUnder the overall planning of the Ministry of Education,Chinese textbooks for primary and secondary schools edited by the Ministry have been published one after another,and have been put into use in primary and secondary schools throughout the country since2016.Compared with PEP,the new textbook pays more attention to the inheritance of traditional culture.Among them,the content and form of ancient poetry and prose in junior and middle schools have changed a lot.This paper focuses on the changes in content and form of ancient poetry and prose in junior high school edited by the Ministry,and reveals its compiling ideas and innovations.On this basis,the corresponding teaching strategies are put forward.The full text consists of six parts:The introduction part briefly describes the origin of this study,domestic research status,the content,methods and significance of this paper,and summarizes the current situation of the research on the ancient poetry and prose related content of the junior high school Chinese People's Education Press and the Ministry Edition Textbooks.The first chapter compares and analyses the number of ancient poems,authors,dynasties and genres,and explores the differences between the textbooks compiled by the Ministry and those compiled by the people: the total number of selected articles by the Ministry decreases,but the proportion of ancient poems and articles increases,and the arrangement of poems and articles in each academic section is more in line with students' learning rules;the classical works of Li Bai and Du Fu are moderately reduced,and the proportion of poems and articles of other writers is increased;The literary Dynasty covers a wide range of works,including not only the most representative works of a dynasty,but also the diversification of genres,making the distribution of works of each dynasty more balanced and reasonable,and helping students fully understand the literary achievements of each dynasty.From the perspective of the arrangement of ancient poetry and prose,the textbooks compiled by the Ministry have also changed a lot: the interlacing of units,the scattered arrangement of units and the reading of ancient poetry and prose after class are divided into two parts.The second chapter is about the differences in the reading aid system between the two editions of the textbooks.It mainly compares the elements of unit introduction,preview hints,annotations,illustrations,knowledge supplement and so on,and analyses the subtle changes and the significance of the changes in the edited textbooks.Among them,unit introductions are both instrumental and humanistic,based on the whole,with clearer tasks and clearer objectives;preview tips are more instructive and provide specific learning methods for each lesson;illustrations are rich in type and bright in color;and some texts are set up with innovative modules such as side comments and filling blanks.In order to cultivate students' autonomous learning ability,the Department compiles textbooks to build a multi-level reading aid system.Chapter three compares the differences of ancient poetry practice system between the two editions of textbooks.It was found that the textbooks compiled by the Ministry ensured the "quality" of exercises when the total number of exercises was reduced.In terms of ancient poetry exercises,they are characterized by fewer and more refined exercises,and their forms are more flexible and open.Chapter ? reveals the compiling ideas embodied in the ancient poetry and prose compiled by the Ministry: carrying out "building people by virtue" and highlighting the socialist core values;implementing "language literacy","one lesson,one gain","three in one","two-line elements".At the same time,combining with the specific content of the ancient poetry and prose,it elaborates the embodiment and implementation of the compiling concept of the textbook in the ancient poetry and prose catalogue.The fifth chapter,based on the comparative study of the two editions of textbooks,watches the videos of compiling ideas and using suggestions of the textbooks compiled by the Ministry,observes the classroom teaching of ancient poetry and prose,listens to the teaching suggestions of front-line teachers,and expounds the teaching strategies of ancient poetry and prose: guiding the reading of poetry and prose,paying attention to emotional experience;strictly distinguishing the types of lessons,encouraging self-reading of poetry and prose;accumulating Taking the classical Chinese "Three Gorges" in the first volume of the eighthgrade as an example,supplemented by corresponding teaching design cases.We strive to provide textual-based Teaching Analysis on the basis of theoretical analysis.