Research On The Enlightenment And Application Of Zong Baihua's Artistic Conception Theory To The Teaching Of Ancient Poems In Middle School

Under the guidance of the new curriculum standards,the status of ancient poetry teaching has become more prominent.However,under the entanglement and oppression of various complicated factors,there are still urgent problems to be paid attention to and solved in the teaching of ancient poetry in middle schools.In the first chapter,the author based on many a line of Chinese teacher teaching case of ancient Chinese poems in-depth analysis and observation of their own teaching practice,found that the current secondary school teaching mainly exist in the following three problems: the ancient Chinese poems on text reading,some teachers will those ancient artistic conception as the closed and static "physical architecture",will be blank structure of the lively spirit of ancient Chinese poems,making students imagination deflection in the corner;In terms of teaching methods,teachers explain "poetry" in the way of intellectual analysis under the orientation of exam-oriented reading,which leads to the absence of students' aesthetic experience.In the relationship between teachers and students,teachers replace "guidance" with "guidance",and replace generative dialogue with predetermined conclusion,which makes it difficult to integrate multiple visions between subjects.Faced with the teaching dilemma,more and more researchers begin to introduce western literary theories,into the teaching of ancient poetry in middle schools,in order to reverse the existing problems and guide the teaching to carry out effectively.But while "turning outward",we should also "turning inward",drawing nourishment from the literary theories which share the same way of thinking and the same form of discourse with Chinese classical poetry.Zong Baihua's theory of artistic conception absorbed the essence of classical artistic conception theory and constructed the "most Chinese characteristic" artistic conception system.Therefore,it is of great value to use Zong Baihua's artistic conception theory to observe ancient poems and introduce them into the teaching of ancient poems in middle schools.In the second chapter,this article extracts three theoretical essences to explain,namely the duality of artistic conception creation,the structural characteristics of artistic conception,and the deep creation of artistic conception;at the same time,it transforms literary theory into teaching practice wisdom,and proposes to learn from ancient times.The four teaching principles that should be followed in poetry teaching are "secondary restoration","horizontal transcendence","activating experience" and "creating dialogue".It is not futile to introduce the teaching principles proposed by Zong Baihua's theory of artistic conception and its enlightenment into the teaching of ancient poetry in middle schools,but has practical feasibility.In the third chapter,the author discusses the application value and theoretical basis.Firstly,from the perspective of application value,it is helpful to strengthen students' aesthetic experience and improve their level of appreciation and creation.It is helpful to promote the integration of vision between subjects and awaken students' life consciousness.Secondly,from the perspective of theoretical basis,Zong Baihua's theory of artistic conception is rooted in the traditional Chinese theory of artistic conception.Compared with the blank and grand educational theory and the general literary theory,it is more appropriate and delicate,more targeted and more instructive.It is a justifiable "own theory".At the same time,phenomenology of perception,calling structure theory and constructivism learning theory also provide strong theoretical support.In order to better guide the teaching practice,in the fourth chapter,the author further puts forward a series of specific teaching strategies according to the teaching principles,that is,"to clearly conceive the landscape--to create the landscape by using images--to empathize the entry--to understand the landscape by reason".The teaching strategy of "Clear Huai Viewing the Scenes" focuses on cultivating students' aesthetic mentality,specifically from three aspects: creative introduction,cherishing students' original experience,and reading out the poetic sentiment.The strategy of "using images to create environment" focuses on reproducing the luxuriant scenes of ancient poetry.Specifically,it is developed from four aspects:communicating the evolution of "ancient--modern" shape,discovering the perceptual variation of "original object image--poetic image",grasping the image construction of "focal perspective--scattered perspective",and triggered the overlapping of "image--image outside the image".The teaching strategy of "empathy entry" emphasizes the activation of students' personal experience,specifically from three aspects: arousing the senses,connecting experience,and understanding people and discussing the world.The teaching strategy of "rational analysis of the situation" focuses on the deep meaning of ancient poetry,specifically from three aspects of exploring contradictions,intertextuality resonance and reflection on oneself.In the last chapter,the author tests the effectiveness of the teaching principles and specific teaching strategies proposed by Zong Baihua under the inspiration of his theory of artistic conception with his own practical cases.Through teaching the lesson "sound slow"(searching),mobilize emotional experience,and improve the level of ancient poetry appreciation.However,there are also some problems,which remind us that in the process of using strategies,we should start from the uniqueness of each ancient poem and start from the students' existing language experience and life experience,so that the teaching strategies are suitable for specific teaching situations,and should not be stereotypical.