Research On Teaching Strategies Of Ancient Poems In Junior High School Based On Zong Baihua’s Artistic Conception Theory

The promulgation of the Language Curriculum Standards for Compulsory Education(2022 Edition)has clearly reinforced the importance of the "three cultures",and ancient poems,as the core of traditional Chinese culture,reflect rich humanistic connotations,profound aesthetic contexts and a living national spirit.The new curriculum is in line with the changes in value orientation and plays an important role in the cultivation of core literacy.The survey found that there are still problems that need to be solved in the teaching of reading ancient poetry in junior high schools.This is because the value of teaching ancient poetry in terms of cultural confidence,language use,thinking skills and aesthetic creation has not yet been realised.How,then,should classroom teaching of ancient poetry be devoted to the cultivation of students’ core literacies? Zong Baihua’s theory of context draws on the essence of classical Chinese context theory and opens up new aesthetic paths in an environment where discernment is prevalent,balancing experience and discernment,unifying sensibility and rationality,and offering unique insights into the exploration of the context of ancient poetry,which can inject a constant source of endogenous power into the teaching strategies of ancient poetry in junior high schools.Therefore,on the basis of the literacy orientation,this study takes Zong Baihua’s theory of context as the theoretical entry point,uses the teaching of ancient poetry in junior high school as the research vehicle,and explores teaching strategies with the help of literature analysis,questionnaire surveys,case studies and other research methods,with the aim of promoting the smooth transformation of the teaching mode of ancient poetry.The main part of this paper consists of three main sections:In the first part,the connotation of Zong Baihua’s theory of meaning and its application to the teaching of ancient poetry in junior high school is explored.Firstly,the theoretical implications of Zong Baihua’s theory of context are explored,and the specific connotations of the two elements of contextual creation,the structural features of context,and the deep structure of context are explained.Secondly,it integrates the value of Zong Baihua’s theory of context with that of junior high school ancient poetry in terms of the content,method and purpose of appreciation,and seeks the practical implications of the theory.In the second part,the current status of teaching ancient poetry in junior high school is explored and a reflection on the dilemma is made.This part explores the teaching patterns of ancient poetry in junior secondary schools from the perspective of both teachers and students,with the help of a questionnaire survey,in terms of appreciation content,appreciation methods and appreciation approaches.The survey found that the current dilemmas of teaching ancient poetry in junior secondary schools are more obvious.After summarising the common problems,the dilemma analysis is based on teaching preparation,teaching implementation and teaching evaluation.In the third part,in response to the questionnaire’s reflections on the dilemmas,the theoretical basis of Zong Baihua’s theory of context is used,together with the specific teaching cases of outstanding front-line teachers in junior high schools,to provide strategic ideas on teaching preparation,teaching implementation and teaching evaluation for the teaching of junior high school ancient poetry,in an attempt to break the shackles of teaching.First of all,in the preparation stage,we should focus on the core qualities of "language","thinking" and "aesthetics" to design teaching objectives;at the same time,we should draw on theoretical resources,clarify the basic elements of ancient poetry texts,and start pre-study work.In the preparation stage,we should focus on designing the teaching objectives around the core qualities of ’language’,’thinking’ and ’aesthetics’.Secondly,in the implementation stage,we can explore the realistic layer of the text,look at the spiritual layer of the text,and expand the wonderful understanding layer of the text through the methods of "entering with images","entering with emotions" and "entering with reason".In this stage,the students will be able to learn more about the depth,height and breadth of ancient poetry.Finally,in the evaluation stage,the role of multiple subjects should be taken into account to improve the evaluation system of ancient poetry teaching;dynamic activities should be integrated to emphasise the meaning generation of ancient poetry teaching,which ultimately points to the development of students’ core literacy.Finally,the author constructs the teaching design of "Dingfengbo(Don’t listen to the sound of beating leaves through the forest)" in the appendix section to confirm the reliability and operability of the relevant strategies,with a view to providing a way out of the dilemma of teaching ancient poems in junior high school.