Research On Modern Poetry Teaching In High Schools Based On Reception Aesthetics

Modern Chinese poetry is based on vernacular,expressing the new era content of science and democracy,breaking the shackles of the old poetry metrics,and being flexible and free in form.It is an important part of cultivating students' aesthetic ability.However,due to subjective and objective reasons,there are still problems in modern poetry teaching.There are no definite answers and criteria for how modern poetry should be understood,how we learn and how to teach poetry.In order to explore and solve these problems,we try to introduce reception aesthetics as a theoretical guide in order to make some innovations in teaching.This paper first analyses the present situation of modern poetry teaching and its dilemma.With the continuous advancement of the new round of curriculum reform,teachers and students pay more and more attention to the study of modern poetry.However,due to the lack of college entrance examination,the contradiction between students' expectations and reality,and the obscurity of poetry itself,modern poetry has a "low status" in the actual teaching.Through questionnaires and interviews,this part understands the problems existing in modern poetry teaching,such as teachers' and students' low enthusiasm for learning,multiple interpretations of texts leading to greater randomness,weakening the selection of textbooks,and the compression of teaching hours.Based on this situation and the free and changeable form of modern poetry,the content of expressive poetry,the tensive language of poetry and the teaching characteristics of both content and form,this paper explores the applicability of reception aesthetics in modern poetry teaching.Firstly,from the perspective of the new curriculum standard of senior high school Chinese,the expectation horizon of Reception Aesthetics emphasizes students' practical experience.Emphasizing the potential reading mechanism of students and paying attention to the common points of students' inner knowledge,experience and life,the author applies the horizon of expectation to the teaching of poetry in accordance with the Chinese curriculum standard of senior high school under the new curriculum reform.From the perspective of educational theory,constructivism and humanism expound the whole growth process of learners from the perspective of whole-person education in order to develop human nature;and attachesimportance to the experience and creation of inspirers.Create potential,guide it to combine cognition and experience,affirm oneself,and then realize oneself;from the psychological and physiological point of view of students,various factors of cognitive system basically tend to stable state.Because of the maturity of thinking and the development of self-consciousness,the observation,conscious memory and conscious imagination of senior high school students have developed rapidly,and the purpose and direction of thinking are more clear.In addition,their cognitive,emotional and personality factors are also developing in coordination.The cognitive development of senior high school students can not be separated from the development of emotional,will and personality psychological factors,both of which interact.Based on the characteristics of senior high school students' cognitive development,some theories of reception aesthetics are just in line with their development and application.Starting from the factors of poetry itself,the theme of poetry is not derived from rigorous logical deduction,but mixed with various aesthetic,emotional and formal meanings.Its connotation is rich and multidimensional.It relies more on direct perception to give people spiritual pleasure.Therefore,the central idea of literary works is not a definite answer in the traditional sense,it is more a theme.Poetry is just a special literary form to understand the theme.Especially in modern poetry,its theme is as changeable as its short and changeable form.Therefore,the inclusiveness advocated by reception aesthetics is more in line with the understanding and appreciation of poetry.Based on the predicament of modern poetry teaching and the applicability of reception aesthetics to modern poetry teaching,this paper combines the two methods to explore teaching methods: first,from the perspective of expectation,first of all,correct guidance should be given to stimulate students' orientation expectations;respect and tolerance of students' innovative ideas and unique perceptions should be respected to stimulate students' innovative expectations.Secondly,from the perspective of summoning structure,students' imagination and association are used to fill the interruption and blank of image and artistic conception in poetry;to explain the poet and the background of poetry creation,to arouse students' sympathetic experience and fill the emotional blank;to encourage students' multiple interpretations to fill the blank in the sense of text.Thirdly,in view of the reader-centered theory in reception aesthetics,teachers should set their own position correctly,neither to dominate the class,nor to let the students take their owninitiative;establish a multi-evaluation mechanism to encourage students to be masters of their own learning,and do not use a single evaluation mechanism to restrict students' free development.Fourthly,from the perspective integration mechanism,the relevant departments should strictly select and compile textbooks,try to be pluralistic and classical,actively expand students' horizons,and contact more types of poetry.Finally,we should treat reception aesthetics and its application objectively.No theory can perfectly fit in with the actual situation of students and teaching,so we should use it dialectically.This part includes the recording of the classroom,comments on the recording part and instructional design of the classroom.It introduces the practice under the theory of reception aesthetics from as many aspects as possible in order to provide readers with more reference information.