The Research On The Teaching Of Historical Poem In Senior High School From The Perspective Of Intertextuality

In the 1960s,with the further development of the text understanding,the theory of intertextuality emerged.This theory comprehends the text as an open and inclusive life,endows the text with more possibilities for interpretation,and breaks the structuralist understanding of the closed and self-sufficient text,so it is widely valued in the Western literary theory circles.At the beginning of this century,the theory of intertextuality was introduced into China.With the deepening of Chinese literary theorists’ researches on it,some literary theorists have made some achievements in either comparing the theory of intertextuality with local Chinese literary theory or studying ancient Chinese literary works by using the theory of intertextuality.These research results have also attracted attention in the field of Chinese education.Some Chinese education researchers have begun to try to combine the theory of intertextuality with Chinese teaching.In the following ten years,more and more researchers used intertextuality theory to construct Chinese reading teaching.They either advocated directly building the teaching mode of building intertextuality reading,or insisted on combining intertextuality theory with other multi-text reading.There also some researchers using the basic principles of intertextuality theory to explore the integration path of ancient poetry,new poetry,modern poetry and other styles of teaching.These studies have provided direction guidance for first-line Chinese teaching.However,most of these studies just provide suggestions for Chinese reading teaching from a macro perspective,lack of special research on individual style types,and it is difficult to take into account the specific teaching requirements of different types of texts.Therefore,this dissertation narrows the scope of the research,focuses on the teaching research on the type of chanting history and nostalgic history poem and combines with the specific ancient poems about historyand nostalgia in the unified version of senior high school Chinese textbook to conduct meticulous text sorting and teaching strategy research with the concept of intertextuality theory.This dissertation is divided into six parts.The introduction part mainly introduces the research origin and research significance of this paper,sorts out the development of intertextuality theory at home and abroad,shows many studies of intertextuality theory in the field of language education,introduces some attempts to study the teaching of ancient poems about history with intertextuality in academic circles at present,analyzes the problems existing in the teaching of intertextuality of history poem and prose of chanting history and nostalgia,and finally introduces the research method of this dissertation.The first chapter mainly analyzes and defines the concept of history poem and prose of chanting history and nostalgia,and defines the research object.Then it comprehensively analyzes the development process of history poem and prose,so as to understand the basic situation of the development of history poem and prose.The second chapter,combined with the results of the questionnaire survey,analyzes the current situation of the teaching of history poem and prose,and then explores the deficiencies in its teaching,and puts forward the significance of intertextuality theory in its teaching.Based on this cognition,the teaching value of intertextuality theory is discussed in this chapter:First,it defines and explains the basic concepts of intertextuality theory.Second,through the comparison with ancient Chinese literary theory,it discusses the feasibility of introducing it into the teaching of history poem and prose,and discusses the necessity of introducing it into teaching from the perspective of the teaching value of intertextuality theory.The third chapter,from the perspective of intertextuality theory,analyzes the intertextuality characteristics of history poem and prose of chanting history and nostalgia from the four aspects of language,historical allusions,imagery,and theme,in order to provide reference for exploring teaching strategies of the intertextuality of history poem and prose of chanting history and nostalgia.The fourth chapter mainly explores the teaching strategies of history poem and prose in the perspective of intertextuality.The whole chapter is divided into three parts,which are finding and determining the intertextuality from the perspective of teachers and students,mining the text vertically based on the intertextuality,organizing horizontally intertextual texts and integrating the horizontal organization with the mode of multi-text reading teaching.Under each part of the teaching strategy,there are specific implementation suggestions,supplemented by specific teaching cases.The fifth chapter is based on the above-mentioned research on the combination of intertextuality theory and history poem and prose teaching,and carries out specific teaching practice exploration.This is represented by the single reading teaching design of Yangzhou Man and the group reading teaching cases of Epang Palace Prose Poem,Argumentation on Six Kingdoms,and Guo Qin Lun(Argumentation on criticizing the mistakes of the Qin Dynasty),to explore the specific application of intertextuality theory in the teaching of history poem and prose..