Research On The Application Of Psychological Imaging Cognitive Tools In The Teaching Of Chinese Ancient Poems In Middle Schools

At present,the teaching situation of ancient poetry and prose in middle schools is not optimistic,the teaching mode is rigid and the atmosphere of lecturing is prevalent,and the teaching of ancient poetry and prose lacks imagination training.As a result,students are not interested in learning ancient poetry and prose,and are afraid of difficulties.It is difficult for them to have a sense of identification with ancient poetry and prose,and the phenomenon of eating without taste and swallowing dates is frequent.Combining with the core literacy concept of curriculum standards,this paper refines and summarizes the cognitive tool theory of psychological imaging.And this theory is applied to the classroom of ancient poetry and prose in middle school,trying to promote the efficient operation of thinking,arouse students’ experience,get aesthetic experience and cultural edification in the process of imagination,so as to better promote the implementation and implementation of the core literacy concept.The concept of "mental imaging" is not unfamiliar from its origin.Vygotsky’s cognitive tool theory,the new Vygotsky school’s cognitive development theory,Bruner’s cognitive tool theory and Kieran Egan’s cognitive tool theory are all discussed.The application of psychological imaging cognitive tool in the classroom of ancient poetry and prose in middle school is not "passive water",so its connotation includes the teaching methods of representation,situational teaching,image thinking,image and artistic conception.The meaning of law or concept.Based on the theoretical achievements of predecessors,this paper defines the concept of "mental imaging" : mental imaging is a cognitive tool in mythological system,which refers to the process of generating distinct mental images from words and symbols.In this process,people can not only imagine one thing as something else,or as something that can become possible,but also as a "subjunctive mood" through word symbols.It is rooted in the historical and cultural background of language,and it is a free imagination without any equipment and technical means.On this basis,it concludes that psychological imaging has the characteristics of ontology,difference,reductiveness and process.The characteristics of ancient poetry and prose,such as leap,generality and implicitness,confirm the necessity and feasibility of using cognitive tools of psychological imaging,which conforms to the characteristics of ancient poetry and prose,and makes the teaching of ancient poetry and prose closer to students’ lives,more specific and vivid,and leads students to get through the secret passage between the poet’s soul from the microcosmic point of view.Not only that,ancient poetry contains a lot of literary knowledge,there are a lot of cultural accumulation,tracing back to the Chinese character,prove the cognitive tool from the source to the value of ancient poetry is particularly necessary.In addition,literary works theory and literary epistemology of reception aesthetics hold that literary works have a multi-level language structure system,and the process of readers’ reading literary works is also a process of creation.In addition,the theory of imagery and artistic conception also proves the blankness and uncertainty of the text from another angle.Combining with the requirements of curriculum standards for the cultivation of imagination,the process of "psychological imaging" in the teaching of ancient poetry and prose is the process of filling in the blank of the article and giving full play to the imagination.In many famous teachers’ teaching cases,there are more or less,implicit or obvious shadows of psychological imaging.Combining with famous teachers’ teaching cases,exploring the application strategies of psychological imaging is the focus of this paper.Sensibility is indispensable in Chinese classroom.Therefore,students should be encouraged to awaken their senses and perceive the text in an all-round way in teaching.In order to enable students to enter the text and penetrate into the text,they can use reading or multimedia to create the environment;in addition,role-playing can make full use of the way of emotional transposition to enable students to get real and profound experience,while emancipating images and supplementing knowledge and experience related to text or author can enable students to imagine in many dimensions,making the imagination leave thin and dry.It can be traced back to the meaning of the Chinese character itself,and the exploration from the original meaning to the extended meaning can study the evolution of the Chinese character in detail,so as to see the image from the Chinese character,promote the emergence of the picture in the mind,and link the meaning expressed by the abstract Chinese character with the students’ personal experience and aesthetic experience,which is a clearer and fuller concrete form.The learning method of elephant.In addition,under the guidance of teachers,students are encouraged to "reproduce" the pictures,and in the process of expanding and imagining the pictures,students are guided to resort to the pen end to get the unique aesthetic feeling of the realm of the works and to get through the channel of communicating with the author’s soul.Psychological imaging cognitive tools are used in the teaching practice of classical poetry and prose classes in middle schools.Two teaching segments are designed by taking the image appreciation of "slow sound" and the music description appreciation of "Pipaxing" as examples.In these two teaching segments,psychological imaging cognitive tools are used to design teaching and writing in the form of teaching cases and analysis and reading.