A Study On Teaching Personalized Reading Of Ancient Poems In Junior High School

Ancient poems are the cultural treasures of China’s 5,000-year history,the wisdom of ancient sages,and they are also the focus and difficulty of language teaching in junior high school.However,due to the age of ancient poems,students have certain obstacles in understanding and cognition,and face many dilemmas in teaching.The Language Curriculum Standards for Compulsory Education（2011 Edition）advocates personalized reading instruction,calling on teachers to respect students’ individual perceptions and reflections,which helps cultivate students’ independent reading and inquiry abilities,improve the current situation of teaching ancient poetry in junior high school,and inject vitality into the classroom.Personalized reading teaching contains a rich connotation,showing multiple characteristics such as the autonomy of the reading subject,the uniqueness of reading thinking,the experience of the reading process,and the openness of the reading result;the prerequisites are the student subject,teacher guidance;understanding the learning situation,respecting differences;teacher-student relationship,equality and harmony;the theoretical basis includes humanistic thought,constructivism theory,dialogue theory,multiple intelligence theory,etc.The content characteristics of junior high school ancient poetry teaching are characterized by a large number and proportion of titles;rich thematic content and complex emotional meaning;highly condensed language and various expressions.Personalized reading teaching is necessary in the application of junior high school ancient poetry teaching,which meets the requirements of the new curriculum,meets the psychological development characteristics of junior high school students,can reflect the differences of students’ learning,and meets the requirements of students’ personal development.Based on the questionnaire survey and case analysis,through the investigation of the current situation of personalized reading teaching of middle school ancient poems,the following problems are found in the process of personalized reading teaching: the teacher’s lecture is the main focus,ignoring students’ thinking and experience.The teaching mode is rigid and lacks classroom attraction,such as generalized teaching objectives and lack of relevance and practicality;emphasis on word-by-word explanation and neglect of context creation;compliance with standard answers and neglect of the teaching guidance process.The evaluation content is single and binds students’ thinking.Students rely on teachers’ explanations and neglect independent experiences,which are manifested as: emphasizing text recitation but not self-experience;taking teachers as authority but lacking the sense of independent inquiry;emphasizing classroom learning but neglecting extra-curricular expansion.The root of the above problems lies in the utilitarian teaching goal of exam-oriented education;teachers’ insufficient cultural cultivation and backward theoretical research;teachers’ insufficient grasp of teaching and learning situations;the difficulty of ancient poetry itself,and students’ insufficient internal driving force for learning.In view of the problems and root causes in the process of personalized reading teaching of middle school ancient poems,the following teaching practice strategies can be implemented at the teacher teaching level and student learning level.For teachers,they should establish the concept of personalized reading teaching of middle school ancient poems,study and research new theories,improve professional cultural literacy,and teach with students as the main body;build a personalized reading teaching mode for middle school ancient poems:design teaching objectives based on the learning situation of the text,use various means such as pictures and videos,contact with life reality,etc.to personalize the introduction,promote thinking by reading,guide questions,imagine and associate,know people and discuss the world,etc.The students should use a variety of means to personalize the introduction,read and promote thinking,guide questions,imagine and think,know people and discuss the world,etc.;improve the evaluation system of personalized reading teaching of middle school ancient poems,i.e.diversify the evaluation subjects,diversify the evaluation methods,and make the evaluation content comprehensive.As for the students,they should study independently before class to enrich their knowledge accumulation;they should actively think and express themselves in class;they should focus on knowledge expansion after class to cultivate their interest in learning.Finally,the design and analysis of personalized reading teaching of "Fisherman’s Pride-Autumn Thoughts" can provide classroom practice cases for teachers to carry out personalized reading teaching of ancient poems in junior high school,which has certain reference value and significance.