Research On Factors And Strategies Of Poetic Education In Compiling Unified Compulsory Chinese Textbooks For High Schools

The subject of Chinese is one that is both instrumental and liberal,meaning that Chinese teaching should attach importance to its impact on students' spiritual world as well as conveying knowledge.In this regard,the aesthetic education,one of the five different dimensions in education,is endowed with significant educational function.In aesthetic education,it is poetic education that not only presents the Chinese culture and the content of our national aesthetics collectively,but also can have a critical impact on shaping students' personality.The premise of exerting the influence of poetic education in the subject of is to read into the curriculum standards and core accomplishment and explore and make good use of the resources for poetic education in Chinese textbooks.The unified compulsory Chinese textbooks are compiled under the organization of the Ministry of Education and published by People's Education Press.This set of textbooks is still under trial currently.The textbooks are compiled against the background of today's educational reform and in combine with the statement of Wen Rumin,the chief editor of the unified textbooks,that “figurative thinking,aesthetic taste and so on are all newly mentioned concepts which were paid little attention to in previous teaching,and we are working hard to present in the new textbooks.” This thesis takes the unified compulsory Chinese textbooks for high schools as the research object and analyzes the factors of poetic education included in the unified compulsory textbooks for high schools using methods such as literature research,questionnaire,interview and comparative induction.The thesis is composed of three parts: introduction,straight matter and conclusion.The introduction includes the background of the subject,significance of research overview and research methods.There are three chapters in the straight matter.The first chapter is divided into three sessions.The first session defines and interprets the concepts relating to poetic education,which include “poetic feature and poetic education”,“aesthetic education and educational poetic feature” and “poetic education of Chinese”;the second session studies the factors of “poetic education” in the selected works in the unified compulsory Chinese textbooks and sorts out the poetic and non-poetic genres of the works;the third session studies the factors of “poetic education” in the compiling system of unified compulsory Chinese textbooks for high schools and separated into the following two parts: Chinese practical activities and Reading and Writing,among which,the practical activities parts are detailed according to the textbook compiling structure into two sectors of ancient poets chanting and unit learning tasks.The second chapter is divided into four sessions where investigations have been conducted via questionnaires and interviews regarding the regions where the textbooks have not been adopted and those have.This session makes a conclusion on whether it is necessary to implement poetic education in the front line of teaching and what problems might exist in teaching if we apply the textbooks and how to solve these problems,and thus provides realistic basis for the study on strategies in poetic education implementation in the following chapter.The third chapter falls into three sessions,the previous two sessions provide a foundation with theories and realistic investigations on which specific suggestions for the poetic education implementation from aspects including premise and preparation,specific strategies and function realization testing are provided to teachers for their reference in teaching practices.