A Study On The Teaching Of Ancient Poems And Lyrics In The Context Of Scenery

A big concept is a concept that is abstracted from objective facts and has high generality and extensive transferability.It emphasizes the correlation between knowledge,emphasizing the concept,definition,essence,and connotation of knowledge.It can guide students to connect the knowledge before and after the unit,as well as across disciplines,and use the knowledge learned in the past to understand new knowledge.It has the basic characteristics of authenticity,transferability,core,and abstraction.Regarding the big concept,existing research results mostly focus on theoretical perspectives,and there are relatively few research results that combine the big concept with practical teaching.However,research on the teaching of ancient poetry often starts from the perspective of teaching experience,and there are few research results that combine it with teaching theory.Therefore,there is still significant room for exploration in the areas of "big concepts" and "ancient poetry teaching".This study takes the first unit of the seventh grade first volume of the unified edition as an example,using a questionnaire survey method to understand the current situation and problems in ancient poetry teaching,and explores the important value of the concept theory in guiding ancient poetry teaching.Based on this,through teaching design and implementation,more paths and methods are provided for ancient poetry teaching.The survey found that there are currently problems in the teaching of ancient poetry,such as "less creation of real situations in teaching","less use of knowledge transfer in teaching","more neglect of cooperative learning in methods",and "less emphasis on aesthetic experience in evaluation".The main reasons for these problems are: firstly,due to the influence of traditional teaching models,teachers tend to pay more attention to the teaching of individual text knowledge and neglect the transfer of knowledge;Secondly,teachers are limited by the difficulty of lesson preparation and the learning situation of students,and are less likely to create real situations;Thirdly,influenced by the exam mode,teachers rarely use cooperative learning in their teaching methods;Fourthly,influenced by traditional evaluation models,teachers tend to focus more on evaluating students’ knowledge mastery and underestimate the evaluation of students’ aesthetic experience.Combining big concepts with ancient poetry teaching can effectively solve the above problems.The teaching guided by the theory of big concepts has the following teaching values: firstly,relying on real situations to stimulate students’ interest in learning;Secondly,promoting knowledge transfer can cultivate students’ learning abilities;Thirdly,emphasizing cooperative learning is beneficial for cultivating students’ sense of cooperation;Fourthly,pay more attention to students’ aesthetic experience in evaluation.From the perspective of implementation effectiveness,the teaching of ancient poetry guided by the concept theory has played a positive role in enhancing students’ interest in learning ancient poetry;Avoiding the problem of fragmented teaching in the past,helping students acquire the ability to transfer knowledge and constructing a complete knowledge structure;Transferring the initiative of evaluation to students enhances their ability to self-evaluate and mutually evaluate;Students not only acquire knowledge but also experience emotions during their learning.But this teaching model also puts higher demands on teachers in balancing class hours and teaching content.This study is still in the exploratory stage,and only uses the example of teaching design and implementation of four ancient poems in Unit 1of the seventh grade first volume of the unified edition.The teaching feedback obtained is relatively limited,so it needs to be further optimized and improved in future teaching practices.