Research On The Teaching Of Group Reading Of Ancient Chinese Poetry In Junior Middle School

Ancient poetry is bright star in the Chinese culture,with its language is infiltrating into people's mind,and its sentiment is edifying people's spirit.It has a unique educational value for the contemporary middle school students,and it is also the Chinese content that the middle school students focus on.Ancient poetry is a difficult part in Chinese teaching in middle school.There are various teaching methods emerging,which also promote the development of ancient poetry teaching.However,it is not easy to know about,understand and enjoy ancient poetry in a short period of time,so the teaching of ancient poetry tends to be superficial and mechanized.As the old saying goes,teachers should purse innovation and improvement in the process of accumulation.Group reading teaching is a new reading teaching method in recent years.It takes topic as the core to read group texts,and reading a deeper level with the collective construction of teachers and students.This kind of reading teaching method can not only enrich students' reading quantity,but also promote studendts' thinking development.Therefore,this paper puts forward some ideas and strategies for the application of group reading teaching methods in junior high school ancient poetry teaching,aiming to improve the current situation of junior high school ancient poetry teaching and motivate students' interest in ancient poetry culture.This paper discusses from the following aspects:In the first chapter,the introduction part,mainly introduce the origin and research significance of this paper,as well as the research status of group reading teaching and ancient poetry group reading teaching at home and abroad.Finally,the existing literature is reviewed.The second chapter is mainly talk about the theory of group reading teaching.First of all,by studying literature,find out the related works and practice of group reading teaching,aiming to distinguish the definition of group reading.Secondly,it explores the theoretical basis of group reading from four aspects: intertextualitytheory,reader response theory,construction integration theory and meaningful learning theory.In addition,by comparing with other reading teaching methods,such as single reading teaching,unit reading teaching,mass reading teaching and theme reading teaching,the main characteristics of group reading are further summarized as openness,concentration and exploration.Finally,this paper discusses the value of group reading teaching from three aspects: learning community,learning task group and school-based course.The third chapter discusses the applicableness of the teaching from three aspects:the characteristics,the current situation,and the basis.First of all,it analyzes the characteristics of ancient poetry from the text-selection system,reading-aid system and exercise system.Secondly,it analyzes the problems and causes in ancient poetry teaching,and discusses the significiance of group reading in solving these problems.Finally,based on the reading teaching orientation of Chinese curriculum standard of compulsory education,it studies the basis of group reading applied in ancient poetry teaching,so as to prove the necessity of group reading teaching applied in junior high school of Chinese poetry teaching.The fourth chapter presents the implementation strategy of the teaching of ancient poetry group reading in junior high school,mainly from three parts: analyzing the language of poetry,explaining the image of poetry,and experiencing the emotion of poetry to train junior high school students' ability of reading and appreciation,and increase their enthusiasm and participation in learning.In each part,there are some specific topic designs,text combination,teaching strategies,and then followed a teaching design example to detail the teaching process of ancient poetry reading,so as to help readers understand the actual operation process.Finally,based on the three perspectives of text selection,composition and classroom teaching,this paper analyzes the misunderstandings in the teaching of ancient poetry reading.