Research On The Teaching Of Ancient Poems In High School Based On Susan Lange's Semiotic Aesthetics

Chinese classical poetry is an important part of Chinese traditional culture.It is the essence and treasure of Chinese national culture.It has always been an important part of our Chinese teaching.For this reason,educators have never stopped studying classical poetry teaching.However,in view of our current teaching of high school and ancient poetry,there are still many problems that have not yet been resolved,such as insufficient attention to reading,teaching for examinations,dividing poetry into"content" and "manipulation",and ignoring its aesthetic requirements.In the newly proposed "New Curriculum Standards for Ordinary High School Chinese",the promotion of students’ core literacy is characterized by the times and requirements.The curriculum standards require students to comprehensively improve their language learning ability,and fully recognize the moral education of Chinese subjects in the language classroom,paying attention to the instrumental and aesthetic characteristics of the Chinese subject,and comprehensively guiding students’ individualized learning and development.The new curriculum standards point out a new direction for our teaching.Therefore,for the teaching of ancient poetry,it is especially important to improve the aesthetic realm and enhance the purpose of humanistic literacy.The emotional theory,aesthetic intuition theory and life illusion theory in Susanne K.Langer’s semiotic aesthetics have many similarities with the teaching of high school poetry.This paper is based on Susanne K.Langer’s semiotic aesthetic theory to explain literary works.From the perspective of semiotics,this paper conducts an in-depth study on the teaching activities of ancient poetry in middle school,and seeks the useful supplement of the aesthetics of semiotics for the teaching of ancient poetry,in order to examine the teaching of ancient poetry in high school with a new perspective.This paper consists of four parts:the introduction part,from the research origin,through the research status at home and abroad,using the literature research method,systematic research method and case analysis method to carry out the research of this paper;the first part,Susanne K.Langer’s symbolic aesthetics The basic connotation and general characteristics respectively explain the definition and function of symbols,artistic symbols and abstract emotions,artistic illusions and aesthetic intuitions,artistic symbols and aesthetic images.The second part mainly describes the relationship between Susanne K.Langer’s semiotic aesthetics and the teaching of ancient poetry in the middle school.Discussing the feasibility of Susanne K.Langer’s semiotic theory applied to the teaching of classical poetry,that is,from ancient times The theoretical similarities between the literary theory and the Susanne K.Langer’s semiotics aesthetics and the mutual reflection of the high school ancient poetry teaching and the symbolic aesthetics discuss the feasibility of this paper.The third part,based on the previous theoretical research and the misunderstanding of reality,using Susanne K.Langer’s symbolic aesthetics reconstructs the teaching practice of ancient poetry in middle school.It mainly includes the application of emotional theory in symbolism and the application of aesthetic intuition in semiotics.It presents the ancient poetry teaching case of Langer’s symbolic aesthetics.