Research On The Teaching Design And Implementation Of Ancient Poetry In Primary Chinese Based On Intertextuality Theory

As a unique literary genre in Chinese literature,ancient poetry reaches out to the heart through refined language and lyrical words,writing about the sincere emotions and profound reflections of the ancients,and has the effect of improving students’ cultural literacy,cultivating their sentiments and grasping the philosophy of life.In the past,however,the teaching of ancient poetry was centered on isolated texts,with reading activities following the logic of the text.This leads to students gradually losing interest in learning ancient poetry.Therefore,the question of how to break the limitations of single-text teaching and develop students’ reading skills has become a common consideration for Chinese teachers today.The theory of intertextuality emphasizes the interconnectedness of texts,and relies on the advantages of ’multiple texts’ to bring teachers and students back to the ’reading’ state of the living world.This paper attempts to combine intertextuality theory with the teaching of ancient poetry,starting from the connections of the poems,helping students to break the isolation of understanding a single poem,motivating them,and providing a novel perspective for the interpretation of ancient poems and the appreciation of works.This paper clarifies the basic connotation and development of intertextuality theory through the literature research method,and determines the purpose,significance and general idea of the study.At the same time,based on the unique advantages of intertextuality theory,this paper uses content analysis,action research and interview methods to conduct an in-depth study on the teaching of ancient poetry in primary Chinese based on intertextuality theory,which is divided into four parts.The first part is an analysis of the value and feasibility of applying intertextuality theory to the teaching of ancient poetry in primary Chinese.First,the application of intertextuality theory is explained in five aspects: interpretation value,appreciation value,transmission value,transfer value,and driving value,which can help students achieve deep reading,develop aesthetic ability,accumulate cultural heritage,build poetic connections,and guide independent reading.Secondly,it combines the requirements put forward by the new curriculum standards,the writing concept of the primary school Chinese textbooks complied by Ministry of Education,and the characteristics of the selection of ancient poems in the textbook to find the fitting point between intertextuality theory and the teaching of ancient poetry in primary Chinese,and shows that the teaching of ancient poetry in primary school based on intertextuality theory is practical and feasible,which lays the foundation for the subsequent research.The second part is the teaching design of ancient poems in primary Chinese based on intertextuality theory.In this paper,teaching design is carried out in four parts:teaching objectives,teaching content,teaching process and teaching evaluation.Teachers should focus on diachronic interpretation and clear teaching objectives,but also pay attention to textual articulation and carefully design teaching objectives.When presenting textual content,background information,historical allusions,texts with similar themes and the same imagery can be introduced to promote students’ deeper understanding of ancient poetry.The framework for the implementation of the teaching process is designed on this basis,and is divided into three basic stages: pre-course preparation,in-course implementation and post-course extension.The pre-course preparation stage includes "intertextual collection,integrating information" and "intertextual screening,finding connections".The in-course implementation part includes The implementation part includes "Intertextual introduction,creating situations","Intertextual embedding,entering the mood" and "Intertextual comparison,understanding the poem".The postlesson extension part includes "Intertextual association,applying one to the other" and "Intertextual extension,broadening horizons",and the teaching process of each specific part is elaborated.The teaching evaluation is mainly formative,with a framework chart of scales,divided into different dimensions.The third part is the design and implementation of teaching ancient poems in primary Chinese based on intertextuality theory.Taking the ancient poem ’Ti Lin An Di’ as an example,it includes the teaching design of the case,the teaching implementation process and the analysis of the teaching effect after the lesson.Overall,according to the feedback on the effectiveness of the teacher-student interviews,students’ interest in learning ancient poems was cultivated,students’ comprehension of learning ancient poems was improved,and students’ empathy and expressive skills were enhanced.The fourth part is a suggestion for improving the application of intertextuality theory to the teaching of ancient poetry in primary Chinese.In order to make intertextual teaching achieve the expected results,teachers should pay attention to the following when teaching: firstly,teaching should be built around students’ learning conditions,i.e.teaching should be designed according to students’ learning conditions,implemented according to students’ reality,and respect for students’ individual differences;secondly,the principle of appropriateness should be adhered to,and over-introduction should be avoided,i.e.the selection of intertextual texts should be appropriate,the selection of intertextual texts should be in the right amount,and the introduction of intertextual texts should be timely;Thirdly,the teaching of ancient poetry should closely follow the teaching objectives and prevent formal intertextuality,i.e.teachers should avoid using intertextuality deliberately but neglect the teaching reality,and focus on curriculum awareness,textual qualities and the actual situation of students.