A Study On The Application Of Literary Geography Criticism In Teaching Ancient Poetry In High School

The geographical setting has always had a strong influence on how ancient poetry was created.Ancient poets used the vastness of the globe as inspiration for their writings,and it also shaped the poets’ temperament and personalities as well as the style and features of their writing.Yet,only socio-historical interventions—not literary geography—are observed in the teaching of ancient poetry at the moment.Lack of geographic critique causes students to overlook local culture,makes it challenging to restore the poetic context,fails to see the deeper meanings of geographical imagery,and makes the temporal and spatial gap in ancient poetry even more pronounced.This essay fills a void in literary geography criticism by attempting to apply literary geography critique to the way that ancient poetry is currently taught in high schools.The seven parts of this dissertation are separated.The foundation for this dissertation is discussed in the introduction section,which also compares the current state of research on literary geography criticism and its application to the teaching of ancient poetry in high schools.It discusses the origin and significance of the research on the educational value of ancient poetry,the geographical gap in the current teaching of ancient poetry,and the research on these topics.The first chapter explains the idea of literary geography critique and its techniques of application while also providing theoretical direction for the development of teaching trajectories in the paper’s second half.Chapter 2 examines the viability of using literary geography critique to teach ancient poetry in high school from three perspectives: the interpretation of the ancient poetry,the spirit of the standard,and students’ cognitive abilities,and it demonstrates how the study has practical significance.Chapter 3 examines the current state of teaching ancient poetry and outlines the corresponding issues and their root causes from the two perspectives of teachers’ teaching and students’ learning.Chapters four and five offer answers from two angles,namely teaching content and teaching form,in response to these issues.With regard to knowledge and textual interpretation,Chapter 4 focuses on the use of literary geography criticism to interpret the content of ancient poems in high school.It separates and analyzes the geographic origins of the pertinent poets,the value connotations of natural and humanistic landscapes within ancient poems,the combination patterns of works in time and space,and suggests pertinent teaching guidance.In Chapter 5,the formal framework of literary geography criticism as it relates to the teaching of ancient poetry is discussed.Corresponding teaching strategies are also suggested for the creation of resources for curriculum devoted to teaching ancient poetry,the creation of teaching activities,and the establishment of qualitative evaluation.The paper’s concepts and primary themes are summed up in the final concluding part,which also offers a perspective on how literary geography critique may be used to the instruction of ancient poetry.