Research On The Reading Teaching Of Ancient Poetry In High School From The Perspective Of Intertextuality Theory

With the advancement of the new curriculum reform,the status of ancient poetry teaching has been significantly increased.There is a social call to inherit excellent traditional culture and a requirement to improve students' reading quality of poetry.However,the "meeting" between real middle school students and ancient poetry is somewhat embarrassing.Due to the age of ancient poetry and its implicit and euphemistic feelings,students' ability to interpret the poetry is relatively weak,so it is difficult to feel the content and emotion of the poetry,which leads to the decline of interest in learning the poetry,unable to experience the classical charm and cultural charm of the poetry.At this time,the introduction of intertextuality theory opened a new chapter of ancient poetry teaching,in this way of exploration has produced fruitful results,not only can enrich the teaching content of ancient poetry,but also can improve students' ability to interpret poetry,training students' poetry quality,and gradually formed a teaching system of ancient poetry guided by intertextuality theory.Based on the guidance of the intertextuality theory,this paper studies the feasibility of the intertextuality theory to guide the ancient poetry classroom teaching in senior high schools through the methods of learning situation investigation,collection of teaching cases,independent practice,reflection and summary.On the one hand,under the guidance of intertextuality theory,the teaching strategies of ancient poetry reading in high school are constructed.On the other hand,the effect of the theory of intertextuality on the teaching of ancient poetry in senior high school is tested in the independent practice,the advantages and disadvantages are reflected,and the matters for attention are put forward.The thesis is mainly composed of five parts.The Foreword Part mainly elaborated the research background of high school ancient poetry reading teaching research from the perspective of intertextuality theory,shows the significance of the research,summarizes the research status of intertextuality theory,introduces the status quo of intertextuality theory introducing ancient poetry teaching,points out the deficiency of current research,and proposes research methods.The first part mainly summarizes the origin and viewpoint of intertextuality theory,introduces the text interpretation of intertextuality,expounds the phenomenon of intertextuality in ancient poetry,and analyzes the significance of intertextuality theory to guide the reading teaching of ancient poetry in high school.The second part is the analysis of the current high school ancient poetry classroom teaching status.Through the study of J middle school,this paper analyzes the reasons for the weak interpretation ability of ancient poetry in high school students,and points out the feasibility and inevitability of the intertextuality theory to guide the teaching of ancient poetry in high school.The third part,combined with cases,analyzes the teaching strategies of high school ancient poetry classroom under the guidance of intertextuality constructed by "capturing intertextuality and constructing intertextuality"--"guiding intertextuality interpretation,exploring deep meaning"--"guiding intertextuality participation by combining teaching paradigm".In the fourth part,the author USES the intertextuality theory to design the lesson "yan song xing",and carries out the teaching practice in a class of J middle school,conducts the teaching evaluation and summarizes the students' feedback.Finally,in the fifth part,analyzes the advantages and disadvantages of the theory of intertextuality in ancient poetry teaching,and puts forward some matters needing attention.It is hoped that this paper can provide a new method for Chinese teachers to use for reference in the teaching of ancient poetry reading and improve the ability of high school students to interpret poetry.