The Application Research Of The Intertextualityof Word And Image In The Teaching Of Ancient Poetry In Junior Middle School

As a unique literary genre in Chinese literature,ancient poetry has its unique value and significance and occupies an important position in Chinese classroom teaching in junior high school.The compulsory teaching Chinese curriculum standard(2011 edition)puts forward specific requirements on ancient poetry: "recite ancient poetry,read simple classical Chinese,and understand basic contents with the help of annotations and reference books.Accumulate,understand and apply,pay attention to improve the appreciation grade of himself " in terms of the present status of the teaching,in response to requirements of new,attract the interest of junior middle school students of poems,many front-line teachers will use images for classroom teaching,to a certain extent,this way can help students feel itself has the aesthetic implication of ancient Chinese poems.However,in the process of using images,some teachers do not pay attention to the theoretical basis behind the word and images.On the other hand,they neglect to combine the abstract meaning of word with the intuitive image of images,and make use of the cross and cruise between the two functions to fill and enhance the content and meaning of ancient poetry.It can be seen that how to effectively utilize the functions of word and image,how to excavate the theoretical basis of the combination of word and image from the academic level,how to train teachers' awareness of using "word-image" intertext,and how to improve the teaching effect of ancient poetry class still need further discussion and research.With the advent of the "image age",the relationship between word and image has gained more attention.In China,on the basis of his research,professor zhao chart-chan put forward the viewpoint of "word-image" intertextuality from the perspective of theory.As a related concept in literary and art theory,"word-image" intertextuality focuses on the intersection and interaction of the functions of word and image,and pays attention to the filling and embellishment effects brought by the intertextuality.The application of this theoretical method conforms to the changes of The Times,satisfies the characteristics of the psychological development of junior middleschool students,and responds to the relevant requirements of the new curriculum standards.Combined with the special style of ancient poetry,the "language-graph" intertext conforms to the inherent characteristics of ancient poetry and the teaching characteristics of ancient poetry,which can optimize the teaching method of ancient poetry,help students to deeply feel the aesthetic implication of ancient poetry,and provide sufficient feasibility basis for the implementation of "word-image" intertext.The application of the "word-image" intertext to the teaching of ancient poetry in junior middle school has its unique role.Ancient poems have unique aesthetic characteristics.The jumping nature of language,the deepness of artistic conception,and the sincerity of emotions interweave a complex aesthetic art space.At the stage of teaching and interpreting ancient poetry,we should pay attention to the abstract narrative research using the semantics of the language,and then use images to visually display the image.Combining the commonness of word and images in the conversion of signs and the coincidence of objects,the imagery of ancient poetry,The artistic conception and theme are creatively explained and supplemented with new cultural connotations.The strategies of "word-image" intertextuality in the classroom teaching of ancient poetry include: strengthening the "Language-Picture" intertextual awareness,focusing on the accumulation of knowledge of teachers and students;grasping the inherent characteristics of poetry,constructing the "word-image" intertextual connection;"word-image" intertextual timing,add aesthetic connotation;use "word-image" intertextual way to add aesthetic connotation;summarize "word-image" intertextual requirements,and master the application limits.In the teaching of ancient poems and words,it helps students better construct language ability,develop logical thinking,and improve their aesthetic ability.Based on the discussion of the theoretical basis and value of "word-image" intertextuality,the author proposes practical strategies for the application of "word-image" intertextuality,and summarizes the results and existing problems through specific teaching practice cases.Apply intertextuality "word-image" in junior high school teaching practice shows that the ancient Chinese poems in the teaching using the "word-image" intertextuality can awaken the mentalimage,frozen moments,help students to expand the imagination of detail reduction at the same time,thus improve the development of junior high school students thinking ability and aesthetic appreciation ability,provides the reliable method basis for the teaching of ancient Chinese poems.