Research On The Current Situation And Strategies Of Imagery Teaching In Ancient Chinese Poetry In Primary School

Imagery is the core element of ancient poetry,and is the central expression of the art of ancient poetry.Teaching imagery is an important way to teach ancient poetry,and it is the key to analyzing ancient poetry.How to teach imagery of ancient poems in a reasonable way is an issue worthy of in-depth discussion and research.Taking the ancient poems in the unified version of elementary school language textbooks as an example,this paper uses the literature method,questionnaire survey method,case study method and text analysis method to study the teaching of ancient poetry imagery in elementary school,understand the current situation and propose strategies from the perspective of systematic teaching activity design.This study is specifically divided into six chapters.Chapter one,Introduction,mainly includes the background of the study,the purpose and significance of the study,the current status of the study,the definition of core concepts,and the research methodology.Chapter two first outlines the basic theory of imagery by taking the ancient poems in the unified version of elementary school language textbooks as examples,and then elaborates the basic requirements of teaching imagery of ancient poems in elementary school based on the elementary school language curriculum standards and relevant psychological theories to lay the theoretical foundation for this study.Chapter three investigates the current situation of elementary language teachers’ teaching of ancient poetic imagery by using questionnaire and case method to present data distribution in four aspects: objectives,content,methods,and evaluation.Chapter four analyzes the current situation of teaching imagery of ancient poems in elementary school language in the light of the statistics in the previous chapter and points out its problems: in terms of objectives,there is a lack of attention to the determination of objectives around imagery,the cultural heritage objectives of imagery teaching are neglected,and the objectives of imagery teaching are designed in a general way;in terms of content,the process of teaching imagery lacks cultural immersion,the organization of reading aloud teaching ignores imagery structure,and the content is organized on the basis of imagery theory.In terms of methods,there is a lack of imagery teaching methods that can better reflect students’ subjectivity,and the process of using imagery teaching methods ignores students’ inspiration;in terms of evaluation,the homework evaluation of imagery teaching lacks creativity and hierarchy,and the stage evaluation of imagery teaching is relatively single.In addition,We also analyze the causes of the problems in the context of reality: insufficient understanding of the value and function of imagery;weak mastery of the basic theory of imagery;insufficient solidity of the student-centered concept;and relatively solidified teaching feedback ideas.Chapter five proposes strategies for teaching imagery in elementary school based on the theories of imagery teaching and the cases of ancient poetry texts in the unified textbook and the cases of ancient poetry teaching by famous teachers: We clarify the value of imagery and strive for the comprehensive and specificity of goal cultivation;enrich the theory of imagery and increase the fine effectiveness of content organization;uphold the idea of student-centeredness and focus on the richness and optimality of method selection;break through the traditional concept and emphasize the innovation and plurality of evaluation forms.In Chapter six,according to the proposed strategies for teaching ancient poetic imagery,an ancient poem from each of the three elementary school levels of the Unified Edition language textbooks was selected to try to write teaching design ideas.