Research On The Teaching Strategy Of The Reciting Of Ancient Chinese Poetry

Recitation as one of the important methods of language learning plays an indispensable role in the study of ancient poetry and poetry.Learning ancient poetry is often inseparable from reciting.The ancient poems that are required to be recited in the Chinese textbooks are the classic masterpieces carefully selected.They are the crystallization of the wisdom of the ancients.They contain rich Chinese culture and are important for students to learn Chinese,inherit traditional culture,and establish a correct outlook on life and values.significance.However,many Chinese teachers at this stage believe that reciting is a kind of mechanical learning method.For the ancient poems that need to be recited,most of them require students to recite their own books and pay less attention to the teaching of ancient poetry.Through the investigation and research on the teaching status of high school and ancient poetry,the author finds that there is a lack of interest in students' reciting,lack of confidence in reciting,less time spent on reciting,lack of feelings,lack of memorization,and no way of reciting.Review and consolidate,dictate typos,memory retention time is short,understanding is not profound,and will not be flexible.In fact,reciting is not a cheerful reading and memory.Reading is the external form of reciting,and memory is the inner core of reciting.Memory has its inherent laws and methods,so there are rules and methods to memorize.In view of the problems in the teaching of the current high school poetry,the author focuses on the elements and influencing factors of reciting,and takes the guidance of the "General Senior High School Chinese Curriculum Standards"(2017 edition)as the support and the knowledge of educational psychology as the support.The ancient poetry of the thought-back-solid is reciting the teaching strategy and is devoted to solving the problems in the teaching of high school ancient poetry.First,knowledge classification teaching encourages students to read more(read).In the teaching,the literary knowledge is used to introduce,lead the students to read first emotionally,improve the students' interest in reciting;trace the root of the knowledge of the text,guide the students to re-read emotionally,reduce the appearance of typos during dictation;appreciate the taste of the article,Guide students to read emotionally and grasp the language features and ideological content of the article.Secondly,“inspired and induced” teaching guides students to think more.Set the situation in teaching to inspire students to be suspicious;question the conventional problems of ancient poetry;question the central idea of the article.Let students question and think more,so that students can understand the article in depth.Then carry out a memorization method to help students speed back(back).Twelve specific ancient poetry reciting methods such as time-limited recitation method,translation reduction method,first word homophonic method,and article level method are provided to help students speed back,enhance students' confidence in reciting,and save time in reciting.Finally,the effect of recitation is detected,and the scientific review is consolidated(solid).Through the oral and written tests to test the students' recitation effect,and according to the timeliness and regularity of the review and consolidation,provide more effective review methods to help students review and consolidate,extend the retention time of memory,and enable students to learn to use flexibly.After proposing the teaching strategies of ancient poems and reciting,the author selects the ancient poems "Guiyuan Tianju·1" and the classical Chinese "Chenqing Table" to practice the ancient poetry and text reciting teaching strategies proposed in this paper,and test the rationality of the strategy through classroom practice and effect evaluation and feasibility.