A Study On Teaching With Artistic Conception As A Metaphor Of Ancient Poetry

Throughout the modern history of China,many educational reforms that pursue "new" are mostly influenced by the thought of "using western learning".Once many theories are put in the social and cultural environment of China,they will inevitably collide with Chinese culture."Any cultural action taken in isolation from the local cultural characteristics is futile.As a result,it will only lead to the lack of its own culture and become a ‘subject 'of other cultures.".In today's educational reform practice,a lot of cultural maladjustment phenomenon has been exposed.Therefore,the localization of modernism curriculum and teaching theory is more and more inclined to find the metaphor model in the source of Chinese traditional culture.We should activate the essence of our traditional culture and explore the most scientific,humanistic and creative factors in the national culture and traditional culture,so that the education reform will have a deep accumulation of traditional culture.At the same time,we should draw lessons from the western curriculum and teaching culture,and put a new culture deeply in the vitality,creativity and cohesion of the educational reform.Based on the practical problems in the field of Chinese curriculum and teaching research,the thinking of local culture should be the driving force and starting point for us to rethink and create.The Chinese classroom,which has typical Chinese humanistic spirit and profound influence on students' spiritual field,also urgently needs to find its own habitat in the localized aesthetic form of literature and art.Artistic conception is an important category in Chinese classical aesthetics and is widely used in the field of literature and art.The creation and study of artistic conception is an important part of ancient Chinese literary theory and modern aesthetics,and provides an important aesthetic principle for the creation and comment of poetry.Since the artistic conception reflects the artistic rules of poetry creation and evaluation,many poets and poet researchers have paid great attention to it.With the gradual deepening of curriculum reform,especially the strengthening of traditional cultural education,the requirements for the teachingof ancient poetry in Chinese education are constantly increasing,and the learning and teaching methods of ancient poetry need to be changed urgently.Therefore,this paper chooses artistic conception,an original classical aesthetic category in China,to examine and create our ideal Chinese classroom.From the perspective of artistic conception theory,it explores the modern significance of traditional culture to teaching and curriculum reform,carries out the research of "A Study on Teaching with Artistic Conception as a Metaphor of Ancient poetry",and probes into the design and implementation of it.This research can not only enrich the research of teaching art theory,but also provide useful enlightenment for teachers to improve the level of ancient poetry teaching art and improve teaching efficiency in practice.This paper is divided into five parts.The foreword part explains the origin of the research from the perspective of artistic conception theory,.It also reviews the existing research on the teaching of ancient poetry and soon,and explains the research ideas and methods of this paper.The first chapter mainly discusses the connotation and development of the artistic conception,and through the enlightenment of the artistic conception course,puts forward the concept of “ teaching with artistic conception as a metaphor of ancient poetry”,and expounds its connotation and value.The second chapter,based on the connotation and characteristics of the artistic conception and combining with the teaching practice of ancient poetry,summarizes eight basic characteristics of the teaching with artistic conception as a metaphor of ancient poetry,i.e.creativity,integrity,dynamic,iconic,situationalk.aesthetic,lyrical and virtual spirituality.And further put forward six basic concepts,that is,merging feeling with scenery,combination of form and spirit,association and imagination,common creation and sharing,illusory-real supplement each other,infinite charm.The third chapter focuses on the teaching design of teaching with artistic conception as a metaphor of ancient poetry,,taking Tong Qingbing's theory of "three characteristics of artistic conception" as the theoretical basis of it.First expounds the design principles of it,that is,principles of openness,gradualness,artistry,life,cognition and emotion,intuition and suggestion.And taking the tranquil mood as the psychological basis for artistic conception construction;Empathy is a necessary condition for the construction of artistic conception;dialogue and blending are the basic ways of artistic conception construction;obfuscation and precision are important techniques for artistic conception construction;Design blank as artistic method of artistic conception construction.The last chapter expounds how to carry out the teaching of poetic conception,including the prerequisite and implementation strategy.That is to say,through the means and methods of language description,associating life,transferring knowledge,restoring situations,simulating scenes,and walking into nature ” and other means andmethods to carry out the teaching with artistic conception as a metaphor of ancient poetry.Teaching with artistic conception as a metaphor of ancient poetry aims to create an atmosphere,mobilize students' personalized learning,stimulate students' emotional experience,and promote students' rational thinking.If teachers follow the rules of artistic conception theory,break through the traditional and conservative teaching framework,and make full use of the‘illusory-real supplement each other'‘merging feeling with scenery' and other artistic creation methods of the theory,and in-depth discussion of the teaching strategies,will definitely lead students into poetic classrooms,better inherit and promote national culture.And provide constructive Enlightenment on how to better develop the localization of education reform.