Research On The Teaching Of Ancient Lyric Prose In Senior High School Based On Chinese Core Literacy

With the promulgation of the General High School Language Curriculum Standards(2017 Edition Revised 2020)(hereinafter referred to as the new standards),the concept of "core literacy" has received increasing attention from front-line teachers in high schools,and research results concerning the teaching of high school literary texts under the guidance of core literacy have been gradually enriched.Ancient lyrical prose is an important part of literary texts,which is infectious,rich in meaning,long on lyricism,and distinctive in thought,and brings together the essence of excellent Chinese traditional culture,and is of great significance to the development of students’ core literacy.Through the survey,we found that although the teaching of ancient lyric prose in high school has made some achievements,there are still certain problems: lack of attention,lack of relevance,failure to deeply explore the teaching value of ancient lyric prose,and deviation from the requirements of teaching ancient lyric prose in the development of the times.Therefore,changing the traditional teaching strategy of ancient lyric prose and promoting students’ all-round development have become the urgent problems nowadays.Based on the stylistic characteristics of ancient lyric prose and the conceptual requirements of core literacy proposed by the new curriculum,this thesis analyzes the value of ancient lyric prose in high school for cultivating students’ core literacy.Firstly,based on the internship experience in Kaifeng K Middle School,a relevant questionnaire survey was conducted among teachers and students to analyze in depth the real problems of implementing language core literacy in teaching ancient lyric prose in high School and analyze the causes,secondly,from the perspective of the four core literacies,targeted teaching strategies were proposed,and finally,they were applied to specific teaching design sessions to demonstrate their feasibility and provide reference for teachers’ teaching.This thesis is divided into four parts except for the introduction.The introductory section discusses the five parts of the thesis: the origin of the research,the content of the research,the current status of the research,the significance of the research,and the research method.In the first part,we analyze the ancient lyric prose in the unified version of the high school language textbook and summarize the stylistic characteristics of ancient lyric prose in the context of other ancient lyric prose texts: infectious language,subtle aesthetics,lyrical expression,and distinctive ideas.Secondly,the stylistic characteristics of ancient lyric prose are combined with the concept of core language literacy to find the fit between them.Finally,we analyze the significance of teaching ancient lyric prose in high school for cultivating language core literacy,which is conducive to enhancing the expressiveness and creativity of language,cultivating the logic and criticality of thinking,improving aesthetic appreciation and creative ability,and continuing cultural genes and enhancing cultural confidence.In the second part,firstly,we counted the selection of ancient lyric prose in the unified version of high school language textbooks and summarized the characteristics of classicality of the selection of ancient lyric prose.Secondly,the questionnaire reveals the problems in the implementation of core language literacy in ancient lyric prose in high school: language appreciation is superficial and cannot deeply analyze the connotation of the text;limited implementation of thinking development and no deep appreciation of the chapter structure;aesthetic education is not comprehensive enough and it is difficult to appreciate the aesthetic content and create;cultural heritage is not important enough and does not expand and update the cultural connotation.Finally,we analyze in depth the reasons behind these problems.The third part is also the focus of this thesis.The third part of this thesis focuses on the specific problems of teaching ancient lyric prose in high school in terms of implementing core language literacy,and proposes targeted solutions in four aspects: language,thinking,aesthetics,and culture.In the area of language,the focus is on teaching recitation,consolidating grammatical knowledge,and encouraging emotional expression;in the area of thinking,the focus is on rational imagination,exploring emotional clues,and actively questioning;in the area of aesthetics,the focus is on gradual progress,through improving aesthetic literacy,aesthetic appreciation,and extending emotional creation;in the area of culture,the focus is on teaching for fun: relating to contemporary life,setting learning topics,and developing curriculum resources.In the fourth part,the teaching strategy is designed for the above-mentioned teaching strategies,and the teaching strategy is evaluated in a pre-determined way to give a more intuitive application of the teaching strategy of ancient lyric prose,using the example of "The Return to the Past" in the first book of compulsory high school language study.The concluding section concludes the thesis by suggesting that teaching ancient lyric prose in high school must emphasize the juxtaposition of language,thinking,aesthetics,and culture,thereby cultivating students’ core language literacy and promoting their all-round development.