Research On The Teaching Of New Poems In Senior High Schools From The Perspective Of Intertextuality Theory

At the moment,compared with other styles,the establishment of the subjectivity of new poetry has always been on the edge.Correspondingly,in Chinese teaching,it is an indisputable fact that the teaching of new poetry is not valued.The author pays attention to a mature literary theory emerging in the modern West — the theory of intertextuality.Intertextuality theory advocates breaking the boundaries between texts and emphasizing the inter-relationship between texts,with a view to connecting all texts into a huge network system.The author believes that poems can convey more than ordinary words,not less.Therefore,the author hopes to introduce the intertextuality theory into poetry,break through the traditional linear reading mode,use the intertextuality theory as a support,open up the new poetry text,and in the open text intercommunication,let the new poem text interpretation step into depth.This article focuses on the core issue of "how to teach new poetry under the guidance of intertextuality theory".This article mainly conducts research from the following five aspects: First,the theoretical construction of the combination of intertextuality theory and high school new poetry teaching is completed.On the one hand,it combs the development context of intertextuality theory and the coupled aspects in Chinese classical literary theory.By explaining the connotation of intertextuality theory,it is found that any literary text,including new poem texts,is in an interactive multiple and complex intertextual community.On the other hand,it starts with the intertextuality of new poem texts.Whether the mechanism of poetry formation is viewed from the vertical relationship of "text-background",or from the horizontal "author-reader",the text is being produced and accepted There is an intertextual relationship between new poetry,Chinese classical poetry,and Western poetry.The new poem itself is full of intertextuality.Then this article lists the relevant theories and goes deep into the front line of teaching.Starting from the actual situation,the feasibility of intertextual new poetry teaching is demonstrated.Then the author believes that teachers should choose which mutual texts to complete the text construction,so that the two-dimensional integration of intertextuality and teaching is a problem worthy of discussion.So this article puts forward the text construction strategy of high school new poetry teaching.This article uses the five types of "cross-text relationships" defined by Genette to classify and elaborate.In addition,for the current rapid development of media technology,cross media can also be introduced.Reading materials.After completing the text construction of new poetry teaching,the second task is to think about how to use the intertextual community for teaching.Therefore,the author proposes a strategy for teaching high school new poetry from the perspective of intertextuality: starting from the knowledge base,it is required to expand intertextuality,captureand utilize relevant texts,broaden students’ reading horizons and aesthetic space,and guide students to complete the interaction of central texts Interpretation of the text;starting from the comparative analysis level requires intertextual observation,the introduction of similar or complementary texts,and the in-depth perception of the central text in the process of equal dialogue with the mutual texts;from the migration application level,it requires the realization of intertextual migration To allow students to learn poetry and write poetry through in-class learning to improve their aesthetic level and literary literacy.Finally,from the perspective of the practice of intertextual new poetry teaching,the author takes Wen Yiduo’s "Red Candle" as an example,selects the intertextually according to the text construction strategy described above,and uses the intertextual new poetry teaching strategy to reasonably use the intertextuality.Arrange into instructional design and conduct teaching attempts,and then deepen understanding and summarize experience in practical attempts,and then put forward some problems that need to be paid attention to in teaching practice.