Research On The Teaching Of Poems In Junior Middle Schools Based On Literary Image

Ancient poetry is a treasure of traditional Chinese culture,and has always been appreciated by people.After the revision of the Chinese textbook,the number of ancient poems has been greatly increased,which highlights the position of poetry culture in Chinese teaching.However,according to the survey and research,it is found that middle school students have little interest in learning ancient poetry,which is related to the teacher’s fixed poetry teaching mode and the"standardized" answering routine in the exam.In response to this phenomenon,many scholars and front-line teachers have launched a series of in-depth discussions.Among them,the research on the relationship between literature and images has increased year by year,which is inseparable from the propositions of "visual culture" and "image age".The "Chinese Curriculum Standards for Compulsory Education Stage(2011)" divides the basic concepts of the curriculum into four parts,of which the fourth part is "Strive to build an open and dynamic Chinese curriculum",which clearly points out: "Expanding language learning and application It focuses on interdisciplinary learning and the use of modern scientific and technological means,so that students can broaden their horizons in the intersection,penetration and integration of different content and methods,improve learning efficiency,and initially develop the language literacy required by modern society.Literature and images are two different fields,and the combination of the two is the embodiment of breaking down the barriers of disciplines and realizing the integration of disciplines.The exchange of pictures and texts can stimulate students’ imagination,enhance students’ interest in learning ancient poetry,and activate classroom atmosphere.Although there are related works and literature on literature and images,there is almost no research on the connection of literature imageization as a method with the teaching of ancient poetry.Images are deeply loved by students because of their visual and intuitive advantages.However,in the process of teaching and application of images,the phenomenon of "using pictures to suppress text",which leads to the image-based method to some extent,will help Chinese teaching.bring the opposite effect.This paper takes this as the starting point,through the distribution of questionnaires,combined with the current situation of the application of literary imagery in the teaching of ancient poetry in junior high schools,based on the relationship between literature and images,set relevant teaching principles,take junior high school as an example,focus on exploring poetry The teaching skills of ancient poetry combined with painting can help students organize and construct reasonable pictures according to actual needs,and more thoroughly understand the connotation and meaning of beauty carried by ancient poetry.There is a certain value in applying images to the teaching of ancient poetry.By mobilizing students’ imagination and using words and pictures to intertextualize,they can fill in the blanks left in the poems;by appreciating the pictures,they can spy on the poet’s emotional aspirations,explore the meaning of words and sounds beyond words;through students’ psychological imaging ability,stimulate imagination,and put the mind in the mind.The presented picture is processed visually,and finally achieves the purpose of explaining the text and depicting the picture with pictures,and expressing the beauty of creation through "finger painting".According to the characteristics of lyrical narration of ancient poetry,from the perspective of iconization,its content can be divided into the iconization of literary language,the iconization of literary time,the iconization of literary space,and the iconization of literary narrative.Based on this,the author cites some typical ancient poems as examples to explain the process of imageization in detail,and then proposes specific teaching implementation strategies.First of all,it starts from building an effective platform to stimulate students’ interest in learning.Only with interest can they have the driving force for learning.This part is mainly divided into: walking into ancient times,starting from understanding the history of poetry and painting;It is intertwined with art and penetrates into aesthetic education;creative design is heterogeneous in the same class to achieve multiple interpretations and comparisons.Secondly,go deep into the context experience,carry out image teaching subtly,and pay attention to the effect of long-term accumulation.Specifically,it is carried out from the following aspects: focusing on the visual sense,supplemented by other senses,unlocking the password of key words through the imaged Chinese characters;imagining the picture of poetry,explore the artistic conception of poetry in the form of painting,learn to describe the picture in language according to the picture;according to the painting,grasp the core image to deconstruct the connotation,and determine the emotional direction of the poet.Finally,seize the time and space outside the classroom,move to the classroom extension,and have a dialogue with cultural and creative languages.In this part,the author is supported by two activities: editing poetry and painting records,compiling students’ poetry notes into a book,and holding exhibitions,which can be used as a file for students’ poetry learning and growth,and can be used as learning information for teachers and students to appreciate and share.Use;carry out poetry and painting competitions to explore poetic interpretation works.In addition to theoretical research,the author designed Wen Tingjun’s "Morning Shangshan" from the perspective of practical operation according to the set teaching principles and strategies,and used it as a lesson example to implement the teaching activity plan,and to make specific lessons on the background of the lesson example and teaching design.Elaborate,conduct in-depth research and reflection on the teaching record,and finally obtain the actual feedback and effect of the use of literary imagery methods in the front line in the form of interviews with teachers and students,summarize and analyze them,and try to provide front-line teachers with innovation in ancient poetry teaching It is necessary to adopt innovative teaching strategies,innovate teaching methods,change teaching ideas,and make teaching design "fresh".