Research On The Teaching Of Ancient Chinese Lyrical Prose In Junior High School From The Perspective Of Reception Aesthetics

The Romance language researcher Yoss moved from the exploration of literary history to the aesthetics of reception,taking Gadamer's hermeneutics as the philosophical basis;the English scholar Iser moved from interpreting the new criticism and narrative theory to the aesthetics of reception,taking Ingarden's hermeneutics as the philosophical basis;Phenomenal aesthetics as the basis.The two jointly advocated that literary texts should be interpreted on the basis of readers' acceptance.The reader-centered study of literary works is similar to the concept of emphasizing the subject status of students in my country's curriculum reform.Ancient lyrical prose is the treasure of my country's excellent traditional culture,and they have brought ideological enlightenment and aesthetic value to people across history.Teachers should allow students to experience and comprehend ancient lyrical prose on the premise of respecting students' subject status.Therefore,it is of profound significance to guide the teaching of ancient Chinese lyrical prose in junior middle school with the theory of reception aesthetics.This paper takes the reception aesthetics as the theoretical basis and conducts research on the basis of the "Chinese Curriculum Standard for Compulsory Education(2011 Edition)"(hereinafter referred to as the Chinese Curriculum Standard).The introduction part starts from analyzing the examination questions in Hebei Province,and points out the problems existing in the teaching of ancient Chinese lyrical prose in junior middle schools.The first chapter gives an overview of the theory of reception aesthetics and the ancient lyric prose of junior high school Chinese.Starting from the "Chinese Curriculum Standard" and the characteristics of individual cognitive development of junior high school students,this paper analyzes the suitability of the teaching of ancient lyrical prose in junior high school Chinese under the guidance of aesthetics.The second chapter conducts a questionnaire survey on the teaching and learning status of ancient lyrical prose among Chinese teachers and students in junior middle school.Through the analysis,it can be seen that the current teaching problems: emphasis on text analysis,but less on language appreciation;emphasis on teacher presupposition,less on student generation;emphasis on recitation and dictation,less on emotion cultivation,etc.The purpose is to show the necessity of accepting aesthetic theory to guide the teaching of ancient lyrical prose in junior middle school Chinese.The third chapter expounds the practical exploration of the teaching of ancient lyrical prose in junior middle school Chinese from the perspective of reception aesthetics.This chapter focuses on the problems of reading aloud,appreciation and evaluation in the teaching of ancient Chinese lyrical prose in junior middle school.The purpose is to explain clearly the process of accepting aesthetic theory and applying teaching practice,so as to provide reference.The fourth chapter reflects on the teaching of ancient Chinese lyrical prose in junior middle school from the perspective of acceptance aesthetics.On the one hand,it is to correctly position the roles of teachers and students and to look at the relationship between teachers and students dialectically;,so as to avoid mistakes.