Study On "Visible Learning" Applied In Ancient Chinese Poetry Teaching To Senior High School Students

The teaching of ancient Chinese poems has been constantly focused at the stage of senior high school education.Considering the emergence of General Senior High School Curriculum Standards(2017 Edition),the importance on ancient Chinese poetry teaching has been further highlighted.GSHSCS also has put forward new requests for it.In this case,it is imminent to change our understanding of ancient Chinese poems teaching.The theory of “visible learning” has been successfully practiced in many countries while it is still a new perspective to be explored in China and at present,there are relatively few research achievements in China.However,this theory has been unconsciously emerged and applied in the field of educational practices,including teaching materials,teaching practice in our country.The task of this dissertation is to promote its germination and growth.To be more specific,this study attempts to explore the “visible” teaching strategy on ancient Chinese poetry in senior high school,so as to provide pragmatic ideas for future potential relevant researches and the front line teachers.Chapter one is the introduction of this essay,with a review of these important literature,focusing on the origin of “visible learning” theory and the current research achievements.Considering the perspective of China's educational ideas,new Chinese curriculum standards and newly designed textbooks,the paper sorts out the feasibility of the application of “visible learning” in the teaching of Chinese ancient poetry,and clarifies the research significance and main methods.In the second chapter,this study discriminates the meanings of the key concepts in this essay,like and “visible learning”,“Cohen's d value and Efficiency quantification”.These concepts will be mentioned repeatedly in the following parts,so it is necessary to clarify their concept connotations.The third chapter introduces a field investigation about “visible learning”,A questionnaire is sent and completed to grade one teachers and students in two middle schools in Hangzhou,Zhejiang province and Huaibei,Anhui Province,to investigate the “visibility” of ancient poetry teaching.The addressed result shows that although there is a bud of “visibility” in these teaching practices,“visibility” can be further explored.This is the starting point of this study.In chapter four,this part proposes three dimensions and nine strategies for“visible learning” of ancient poetry in high school,based on Professor John Hattie's book Visible Learning: A Comprehensive Report on Meta analysis on more than 800 academic achievements.According to the analysis results and existed teaching practices,the influence factors of selecting effect size d > 0.4 is applicable.Three dimensions include teaching preparations,teaching proceedings and teaching feedback.During the first dimension,there are three strategies required: to clarify the“knowledge gap”;to form “challenging goal” and hierarchical designs for different students,and get prepared to develop students' potentially higher capabilities;to read the textbook of Curriculum Standard and explore the “visible” factors.The Dimension of teaching proceeding has another three strategies: integrating reading contexts to promote surface perception;using teacher-student interactions to strengthen deeper understanding for students;using learning transfer to generate conceptual cognition.The last strategies are requested in teaching feedback dimension: designing questioning sessions and making use of question feedback from students;constructing feedback frameworks to promote multiple assessments;using effect formulas to detect learning outcomes.The theory of “visible learning” is of great significance to the teaching of ancient Chinese poetry in senior high schools in China.It is hoped that this study can provide new ideas for relevant researches and practices.