Research On The Application Of Cognitive Schema Theory In Ancient Poetry Teaching In Senior High School

From the existing research,the application of cognitive schema theory to the teaching of ancient poetry in senior high school is still in the process of exploration and development.The existing research focuses on applying it to reading teaching,especially in the teaching of ancient poetry reading,which is a wasteland to be reclaimed.In the past,due to the lack of theoretical perspective of cognitive psychology,the teaching of ancient poetry reading in senior high school has led to problems such as high school students' fear of difficulties in learning ancient poetry,the lack of subjectivity of middle school students in the process of ancient poetry appreciation,the fragmentation of teaching content and the neglect of schema construction.Therefore,starting from the problem,this topic aims to systematically explore how to construct students' cognitive schema in teaching through the theoretical analysis of ancient poetry teaching in senior high school.This topic is divided into three parts: the introduction part expounds the status and current situation of ancient poetry teaching in senior high schools in China and the research results of relevant cognitive schema theory at home and abroad;The main part is divided into four chapters to discuss the application of cognitive schema theory in senior high school ancient poetry.In the first chapter,through the questionnaire survey of senior high school students and first-line Chinese teachers from the perspective of ancient poetry learning and teaching,it is analyzed that the current difficulties in ancient poetry teaching in senior high school mainly focus on three aspects: Students' fear of difficulties in learning ancient poetry,students' lack of subjectivity in the process of appreciating ancient poetry,and scattered teaching content ignoring schema construction.The second chapter focuses on the concept of cognitive schema,the information processing method of cognitive schema and the relationship between cognitive schema and inference,and discusses the appropriateness of cognitive schema theory and ancient poetry reading teaching in senior high school,which shows that the combination of cognitive schema theory and ancient poetry reading teaching in senior high school has a certain theoretical basis and positive significance.Starting from the cognitive schema theory and the ontological characteristics of ancient poetry teaching in senior high school,the third chapter establishes language cognitive schema,content cognitive schema and formal cognitive schema in line with the basic laws of ancient poetry and the basic essence of cognitive schema theory,so as to try to help senior high school students build the basic cognitive structure system of ancient poetry in their brain and build the cognitive schema of ancient poetry.The fourth chapter discusses five application strategies and three-level teaching evaluation of cognitive schema theory in ancient poetry reading teaching in senior high school.Based on the discussion of cognitive schema theory and ancient poetry in senior high school in the previous three chapters,this chapter takes Tao Yuanming's group poetry reading as the key connection point,encourages teachers to implement specific teaching strategies on the basis of grasping students' cognitive characteristics and knowledge reserve,and evaluates and designs from three aspects: teaching objectives,teaching process and teaching effect.The implementation strategy and evaluation of cognitive schema theory in the teaching of ancient poetry in senior high school,promote the integration of teaching evaluation,and provide reference ideas for the teaching practice of ancient poetry in senior high school.The conclusion further summarizes the relationship between cognitive schema theory and ancient poetry teaching in senior high school,reaffirms five implementation strategies of ancient poetry teaching in senior high school based on cognitive schema theory,and defines its value in guiding teaching practice.