Introduction To Ancient Landscape Travels Design And Application Studies

Ancient landscape travelogues describe the mountains,rivers and famous monuments of our country with their natural and evocative language and brushstrokes,and show the humanistic consciousness while presenting the natural scenery,which is a material vehicle for secondary school students to learn about the excellent Chinese traditional culture.The Language Curriculum Standards for Compulsory Education(2011)focuses on students’ self-perception and individual understanding of literary works,which requires language teaching to fully respect students’ subject status and focus on the construction of their own world of meaning.In recent years,under the guidance of the "student subject" teaching philosophy,"guided learning" has been introduced into language teaching and has been used to great effect.However,in the current research on "language guides",there are problems such as "teacher-led design,solidifying students’ understanding","too much knowledge and mechanical exercises","neglecting the uniqueness of the subject matter of the text",and "ignoring the need for a text to be understood".There are many problems with "ignoring the uniqueness of the subject matter and the richness of the humanistic values of the texts".These problems are concentrated in the contradictions between teachers and students,and between "text" and "language",which limit the basic function of the language guide to "guide learning" and "guide thinking " This limits the basic function of the language guide.The "teacher-student contradiction" refers to the lack of communication and feedback between the main body of the preparation and the main body of the use,and its design and use are unilinear;the "text-language contradiction" is that the guidance study plan focuses too much on basic knowledge and ignores the overall humanistic connotations of the text,failing to effectively play the ancient landscape travelogue to The design and use of the "Contradictions in Literature" instructional study plan is too focused on basic knowledge,ignoring the humanistic implications of the text as a whole,and failing to effectively bring into play the role of ancient landscape travels in guiding students’ humanistic emotions and aesthetic values.The core issue explored in this paper is how to deal with the contradiction between ’text’ and’speech’ and the ’teacher-student’ contradiction in the ancient landscape travelogues.The study defines the ancient landscape travelogue guide as "a whole course of learning materials designed and prepared by teachers and students according to the learning situation and teaching materials to facilitate students’ independent investigation and learning of ancient landscape travelogue",emphasizing the whole course of the guide,teacher-student interaction and students’ subjectivity.The author conducted a survey on the development and use of ancient guided study plans in junior high school.By collating students’ questionnaires and teachers’ interviews,I summarised the current situation of the use of guided study plans: teachers and students generally agree on the effectiveness of guided study plans in helping students learn;guided study plans focus on knowledge of literary language and neglect humanistic guidance;the relationship between teachers and students in the process of using them is traditional and the roles are single.This is the basis for the study of strategy design and use.According to the realistic requirements of the ancient landscape travelogue guide,the author starts the study from before,during and after the lesson respectively,and proposes corresponding design strategies according to the stage characteristics of ancient landscape travelogue learning.The "pre-course guide" is an independent pre-study session for students,focusing on the basic knowledge of literary languages and the overall perception of the text.Through the "Explanation of Words" and "Refinement of Recitation Requirements",students are helped to unpack the text,understand the connotations of literary words and phrases,and gain an initial understanding of the text through multi-level recitation.The "Learning in the Classroom" is based on the characteristics of the curriculum of "unity of instrumentality and humanism",and proposes "illustrated travels","contextual paving" and "connection to reality".The three design strategies of "linking to reality" guide students to grasp the relationship between nature and self in ancient landscape travelogues,capture the characteristics of the landscape,grasp the sentiment of the landscape and its cultural implications,and practise the "aesthetic awareness" and "cultural awareness" of the design of the landscape travelogues.The project is designed to be "aesthetically aware" and "culturally aware".The post-lesson inquiry focuses on verbal training and reading transfer,cultivating students’ language skills such as reading and writing together and comparative reading,and helping them to realise knowledge transfer through the construction of a learning system for ancient landscape travelogues.On this basis,two typical travelogues,"A Memoir of a Small Stone Pond" and "Watching Snow in the Lake Pavilion",are selected for teaching practice to test the above design strategies,with a view to unifying the "text" and "language" of the ancient landscape travelogues,and to develop a "teacher-student interaction" approach.This study provides a practical basis for the study of "teacher-student interaction" and the construction of a more efficient and vibrant language classroom.This study uses the unique aesthetic value and training significance of the ancient landscape travelogues to design and compile the guide,which to a certain extent changes the "tool-only"tendency of the guide,and effectively brings into play the basic functions of the guide to "guide learning" and "guide thinking"."The ancient landscape travel guide has changed the relationship between "teaching" and "learning",and has consolidated the students’ main position in learning through teacher-student interaction and feedback;the three sections before,during and after the lesson have changed the traditional design mode of the guide.The three sections-before,during and after the lesson-have changed the traditional design model of the guide,linking the inside and outside of the classroom by building a learning scaffold and improving students’ awareness and ability to learn.This requires us to continue our research and make efforts to overcome the existing shortcomings,so as to make the language guide of high quality and exquisite,and really help students’ development.